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Students enrolled in a Corps of Cadets program at Texas A&M University [N = 336] were surveyed to examine their leadership mindsets and whether their participation in a formal academic leadership program simultaneously influenced their hierarchical and systemic-thinking preferences. No significant differences were found between students involved in the Corpsof Cadets program only and those enrolled in a formal academic leadership program. Significant differences did exist for gender and classification of students; women scored higher in systemic- thinking and juniors and seniors not enrolled in a formal academic leadership program scored lower in hierarchical-thinking than freshman and sophomore not enrolled in a formal academic leadership program. Students within the formal academic leadership programs have lower hierarchical scores and higher systemic scores than those who are not in a formal academic leadership program.

The aim of this personal vision research is to analyse the characteristics of physical education subject to contribute to the Sustainable Development Goals (SDGs) through the development of competences in university students. The objective is to reflect on how critical and systemic thinking could be mobilised through the contents and methodologies in physical education to promote the SDGs.

A conceptual article is proposed in which an active investigation of how physical education could foster critical and systemic thinking has been carried out. For this purpose, articles were selected that have analysed the potential of physical education for sustainability. Databases such as Web of Science, Scopus or Google Scholar have been reviewed through keywords such as “physical education”, “sustainability”, “critical thinking” or “systems thinking”.

Strategies are presented to enable university students to understand the scope of the subject beyond the physical dimension. This study discusses that it is only through such a change of view of the subject that meaningful learning and learning situations that encourage enquiry and active participation can be introduced. Thus, this paper argues that physical education is a unique area of knowledge for mobilising critical and systemic thinking in the context of sustainable development (SD). Consequently, concrete actions are presented for application in physical education teaching that shows direct connections to specific targets of the SDGs.

This study presents practical implications for higher education leaders and educational policy designers at the national level, as it would help improve initial and ongoing training programs for physical education teachers, focusing on the development of key competencies for sustainability.

Physical education has the potential to contribute to the development of vulnerable schools and communities, especially to the health and well-being of children and young people and does not require large financial budgets. Therefore, the recommendations presented in this study can have a positive impact on the well-being of these groups.

This document invites reflection on how, through different teaching strategies, we can produce significant learning that contributes to the sustainability of the planet. All this, trying to mobilise critical and systemic thinking and consequently improving awareness for SD.

To consider aspects of a theory of systemic construction by discussing two concepts which will assist in our understanding of the surrounding world which it is considered is made of both systemic and non‐systemic entities.

Considers how these entities (metasystem, network, transitron etc.) can be conceived and defined. Systemic frames notions are presented and examples of systems given. Discusses the historic use of the word “system” and systemic thinking and its varieties.

Discovered that on the basis of these concepts, an understanding of the surrounding world can be achieved which is not homogeneous but made of both systemic and non‐systemic entities. These can change when certain systemic properties are reached as well as in their specific degrees in their limitations and paradoxes.

Introduces an original approach to the life support system by proposing concepts that are discussed and defined and that will provide cyberneticians and systemists with a revised view of systemic thinking.

Due to limited resources available for leadership development programming at colleges and universities, there is a need to better understand the leadership attitudes and beliefs of incoming first-year students in order to most efficiently develop effective leadership. The purpose of this study was to examine the leadership attitudes and beliefs of incoming first-year college students within the context of ecological leadership in order to determine if gender or ethnic differences in the leadership attitudes and beliefs exist. Implications for leadership development programs are discussed.

Incoming first-year college students completed a leadership survey prior to any formal leadership education. These students were reassessed during the spring of their senior year; 386 students completed both surveys. The differential effect of 33 leadership and demographic variables on change in hierarchical and systemic leadership beliefs were examined with stepwise regression analyses. Completion of a leadership certificate intended for students in supervisory student employment positions and racial/ethnic background were the only variables predicting changes in leadership beliefs. Results are discussed relative to Leadership Identity Development theory (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and ecological leadership theory (Wielkiewicz & Stelzner, 2005).

Students (N = 313) in undergraduate leadership degree programs at Texas A&M University were surveyed to determine their leadership mindset using hierarchical and systemic thinking preferences. Significant differences in thinking were found between gender and academic classification. Male leadership students scored greater in hierarchical thinking than females. Seniors, leadership students typically in their last semester of studies, scored significantly lower in hierarchical thinking than juniors. Findings indicate formal leadership coursework influences students’ leadership mindsets.

The purpose of this paper is to assess whether the business process management (BPM) approach contributes to applying systemic characteristics in organisations.

This is a theoretical and descriptive work based on a review of the literature on BPM and systemic approach.

From the analysis of its stages, it was possible to find a strong correspondence between BPM and the systemic characteristics found in the literature.

The paper presents practical implications to professionals as well as academics. The contribution to the body of knowledge on BPM derives from the identification of systemic characteristics in it, thus justifying its practical application to organisations in order to ensure better systemicity and adaptability. As processes are directed to the same goal, unnecessary and misdirected steps are redesigned or eliminated, concentrating resources on core processes and improving the organisation's performance. The paper also contributes to education, since the systemic approach may be a key subject to clarify the inter‐relationships among processes, and processes and their contexts.

The originality resides on elucidating the systemic characteristics of BPM, being academically valuable for justifying the studies about such an approach, besides contributing to the characterisation of its basic assumptions as well. In addition, the value of the present work for business management resides in the identification of a practical approach which can be applied to organisations in order to ensure them systemicity and flexibility.

Our understanding of leadership has undergone a significant shift in the early part of the 21st century. An emerging perspective, dubbed Eco-Leadership, suggests leadership is a collective process involving both leaders and followers co-creating leadership. Because our beliefs and attitudes toward leadership affect how we lead, it becomes crucial to better understand the views youth have towards leadership, as they develop into our future leaders, to improve curricula and instruction. In this study, no relationship was found between youth attitudes and beliefs towards systemic and hierarchical thinking with respect to their preferred problem-solving style. These findings indicate youth may adaptively or innovatively associate leadership equally through systemic and hierarchical thinking. Further, neither being more adaptive nor more innovative implies one to be better at leading.

First-year college students in a leadership-themed living-learning community (N= 60) at Texas A&M University were surveyed to examine if participation in the learning community influenced their leadership mindset using hierarchical and systemic thinking preferences. Utilizing a pre-test and post-test methodology, significant differences for hierarchical thinking were not found; however, significant differences for systemic thinking were found. At the end of the program year, students had larger systemic scores than when they started the program, but their hierarchical thinking scores remain fairly steady. Findings indicated that participation in a leadership-themed living-learning community influenced students’ leadership mindsets.

To discuss systemic thinking in relation to the naturalistic position in the philosophy of social science. To develop the theme in two parts: Part I: systemic thinking and the naturalistic position; and Part II: the systemic position.

A cybernetic approach is taken, and a discussion on what is the foundation for the philosophy of social science for systemic thinking and the systemic position is developed.

The findings of Part I have been given. Part II analyses the systemic position and considers the classical controversy in social science between methodological individualism and methodological collectivism (holism). The pre‐condition on which the systemic position is based is given. The ideal requirements set up by the systemic position are presented under the headings: espistemology/methodology; ontology; axiology; and the ethical position.

Provided assistance to social scientists who study social systems from the systemic or cybernetic viewpoint and give a practical analysis of the systemic position. Provides researchers and others working in this field with an investigation of the role and conduct of social scientists.

It positioned systemic thinking in relation to the philosophy of social science.