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The purpose of this paper is to identify the dimensions of preparedness for hospital practice among newly graduated medical officers in Malaysian hospitals who are undergoing their housemanship training; and to compare the level of preparedness among the different curricula and predict the dimensions of preparedness for hospital practice.

A national study was carried out and data collection was by means of self-administered questionnaire. Data obtained (n=1,213) were subjected to exploratory factor analysis using Statistical Package for Social Sciences version 18 in extracting the dimensions of preparedness for hospital practice.

Nine dimensions of hospital practice were identified which were access to information and IT skills, interpersonal skills, basic skills, and continuing professional development, holistic skills, coping skills, ethic and legal skills, patient management skills, scientific knowledge, and clinical skills. Overall, the respondents felt their medical schools prepared them for hospital practice. The strongest predictor for preparedness for hospital practice is coping skills. Holistic skill and preparedness for hospital practice was found to be negatively associated. Those who graduated from twining programmes between Malaysian and overseas universities were found to be better prepared for hospital practice.

An understanding on preparedness for hospital practice among newly graduated medical officers is a step forward in assuring patient safety and quality of care.

Although of significant importance, however, a study of this nature is rarely researched and the first for Malaysian houseman.

Details a discussion with Stafford Beer about the rationale of his cybernetic books published in the twentieth century (1959‐94). Includes a dialogue concerning his contributed works: Cybernetics and Management; Decision and Control; Management Science; Designing Freedom; Platform for Change; The Heart of Enterprise; Diagnosing the System for Organisations; and Beyond Dispute.Concludes with a perspective of some of his important early work and some unpublished contributions which have been collected into one book.

Details a discussion with Stafford Beer about the rationale of his cybernetic books published in the twentieth century (1959‐94). Includes a dialogue concerning his contributed works: Cybernetics and Management; Decision and Control; Management Science; Designing Freedom; Platform for Change; The Heart of Enterprise; Diagnosing the System for Organisations; and Beyond Dispute. Concludes with a perspective of some of his important early work and some unpublished contributions which have been collected into one book.

Complex systems adapt to survive, but little comparative literature exists on various approaches. Adaptive complex systems are generic, this referring to propositions concerning their bounded instability, adaptability and viability. Two classes of adaptive complex system theories exist: hard and soft. Hard complexity theories include Complex Adaptive Systems (CAS) and Viability Theory, and softer theories, which we refer to as Viable Systems Theories (VSTs), that include Management Cybernetics at one extreme and Humanism at the other. This paper has a dual purpose distributed across two parts. In Part 1, the purpose of this paper is to identify the conditions for the complementarity of the two classes of theory. In Part 2, the purpose is to explore (in part using Agency Theory) the two classes of theory and their proposed complexity continuum.

A detailed analysis of the literature permits a distinction between hard and softer approaches towards modelling complex social systems. Hard theories are human-incommensurable, while soft ones are human-commensurable, therefore more closely related to the human condition. The characteristics that differentiate between hard and soft approaches are identified.

Hard theories are more restrictive than the softer theories. The latter can embrace degrees of “softness” and it is explained how hard and soft approaches can be mixed, sometimes creating Harmony.

There are very few explorations of the relationship between hard and soft approaches to complexity theory, and even fewer that draw in the notion of harmony.

The purpose of this paper is to highlight the profound learning associated with the Goethean methodology in the Holistic Science MSc at Schumacher College, Devon, UK. This is presented as a case study in profound pedagogy and as an exploration of the implications for workplace learning. Some comparisons are also made with reflective practice.

Background is provided on Goethe’s “way of science” and Barfield’s “participation”. Students were also interviewed about their learning and reflect on their experiences and challenges in learning the Goethean methodology, particularly regarding perceptions and participation, on their altered modes of thinking and feelings about learning, as well as on an “immediate”, corporeal and potentially co-operative mode of knowing in a “community of practice”, which can be extrapolated to the workplace.

The profoundness of the student experience and personal transformation presented in the interviews reveals that Goethean methodology has a place alongside the more specific analytical knowledge focus of universities. While the method has challenges in reconciling existing modes of knowing with the new approach, the students are able to see and intuit the wholeness and dynamism of phenomena more easily, and they gain a different perspective and learn to participate more fully in the world.

The paper asks that this template for educational practice be considered more widely relevant to today’s educational landscape in better providing skills and preparing students for the workplace in a world of “super-complexity”.

Insufficient attention to the specific nature of healthy food experiences might limit the success of related innovations. The purpose of this article is to adopt a value‐in‐use perspective to conceptualize healthy food consumption as experiential and emotional, rather than the mere intake of nutrition, and to examine the development of healthy food communication with a service science approach.

With a service science approach, this study proposes a virtual healthy food platform for children. The key data come from internal project documents, workshops with children and other stakeholders (e.g. parents, teachers), and interviews with project team members.

The simultaneity of functional and hedonic benefits, implications for multiple stakeholders, social norms, and need for expertise characterize healthy food experiences. The proposed framework accounts for enablers, principles, outcomes, and challenges affecting the development of communication integral to healthy food experiences, using project data and tools as illustrations.

This study contributes to growing literature on service science by introducing key principles and contingency factors that influence the success of experience‐centric service innovations. Quantitative research should validate the established framework and investigate the elements' relative usefulness for developing healthy food communication.

The service science approach involves multiple stakeholders, empathic data collection, and visual tools to develop an entertaining platform to help children learn about healthy food.

This research conceptualizes and validates healthy food experiences as value‐in‐use offerings. The proposed service science approach accounts for the interactions among stakeholders, the holistic nature, and specificities of a real‐life decision context for improving healthy food experiences.

The social aspects of nature of science (NOS) have become more eminent but entrepreneurial perspectives of NOS continue to be neglected. Entrepreneurship is relevant to NOS and science education due to its role in scientific enterprises and its importance as a 21st-century skill required in all subjects, particularly in science, technology, engineering and math (STEM) subjects. Due to the impact of initial teacher education (ITE) and the science curriculum on Initial Science Teachers' (ISTs) understanding, the paper aims to explore the impact of including entrepreneurship in NOS with ISTs.

The qualitative study investigated the changes in three ISTs by examining their understanding of entrepreneurship within NOS and their perspectives on the inclusion of entrepreneurship in the science curriculum following an intervention. The results were analysed through thematic and network analysis (NA).

The results indicated that following an intervention, ISTs developed a more holistic understanding of entrepreneurship in NOS and could see the benefits and rationale for including entrepreneurship in the science curriculum. However, certain concerns remained.

Although entrepreneurship may contribute to NOS by promoting scientific development, enhancing interest in science and developing a holistic understanding of science, a thorough review of the relevant research literature suggests that studies investigating entrepreneurship in NOS are rare. The current paper fills this gap by exploring Irish ISTs' perspectives on positing entrepreneurship in NOS. The study suggests conducting further research on the integration of entrepreneurship in the science curriculum and its impact on ITE.

The paper aims to present the main perspectives and conclusions of a doctoral research in the history and philosophy of science conducted in France and Austria by the author on the project of “general systemology” (or “general system theory”) instigated by Ludwig von Bertalanffy.

A genealogical enquiry accounts for its scientific, philosophical and more generally cultural origins. Its genesis in Bertalanffy's works between 1926 and 1944 is explained. The process that led it to become a collective project is then discussed: the history of the Society for General Systems Research is considered, the ambivalence of its role with regard to general systemology being demonstrated. Finally, the unity of the diverse contributions to the latter's development is asserted in a framework put forward by the author in order to account for its structure and functions.

While stating a comprehensive view of its history, the paper characterizes general systemology as the project of a general science of systemic interpretation of the “real” which remains topical, although it was never fully actualized.

A new insight is thus provided on the scope and meaning of this hermeneutics: it meets the contemporary need for a better understanding of the foundations of systems research.

Managing disasters using modern science and traditional knowledge systems in silos has several prospects and limitations. Despite the catalyst role of the traditional knowledge in reducing the risks of disasters and adapting to climate change, this knowledge has not featured prominently in any of the existing disaster policies and disaster science. The authors demonstrate how traditional knowledge and modern science can be integrated for holistic approach of disaster risk reduction and management.

Using qualitative research method complemented by thorough literature review, this article captures traditional knowledge and practices of communities in the Narayani Basin for flood disaster risks reduction and management and shows ways to integrate traditional knowledge and modern science for holistic approach of disaster risk reduction and management.

The authors found that traditional knowledge system and practices have worked as an alternative to modern technoengineering approaches of disaster risk reduction and management and hold immense potential to contribute against disasters; therefore, this knowledge system of the communities not only needs to be recognized, conserved and documented but also is to be incorporated into efforts to formulate effective disaster management strategies and be amalgamated with the technoengineering practices for a holistic approach so that it can ensure disaster safety and security of the communities.

The authors conducted this study collecting primary data from Narayani basin only; however, the authors believe that these practices and findings of the research may still be representative.

The practical implication of this research is that traditional knowledge system needs to be integrated with technobureaucratic knowledge of disaster management, enabling to develop a more robust and holistic approach of disaster risk reduction and management.

This research documents being extinct traditional knowledge system and empowers communities by supporting them to integrate and use both traditional knowledge and modern technobureaucratic knowledge for building communities flood resilient.

This research is based on both primary and secondary data and original in case of its findings and conclusion, and no similar research contextualizing the role of traditional knowledge system in flood disaster management has been conducted in Narayani Basin of Nepal in the past.