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This paper aims to explore the complexity that characterises sugarcane production and supply systems by applying soft systems methodology (SSM) and the viable system model (VSM) based on an interpretive systemic approach. It seeks to understand the extent to which these methodologies may assist in exploring such a complexity.

SSM and VSM were combined with qualitative research methods to explore two sugarcane production and supply systems’ potential improvement possibilities.

Trust, transparency and communication shortcomings, poor miller–grower relationships, deficient systemic commitment, insular view, milling inefficiencies, sugarcane quality, quantity and consistency shortcomings, the industry setup and the lack of a common driver are core issues. SSM and VSM facilitated a thorough understanding, yet could not address detected deficiencies.

The research was restricted to two milling areas, and only SSM and VSM were applied.

Presented findings can be used as a basis to facilitate improvement in sugarcane production and supply systems and to advocate the continuity of holistic considerations.

Neither SSM nor VSM have been applied in the sugar industry context. The sugarcane production and supply systems have been holistically investigated, and soft issues have been considered.

The purpose of this paper is to set out an argument for a way to design, implement and manage IS with an emphasis on first, the learning that can be created through undertaking the approach, and second, the learning that may be created through using the IS that was implemented. The paper proposes joining two areas of research namely, technology management with soft systems methodology (SSM). The framework was developed through undertaking a customer concern management project within a manufacturing organisation.

Reviewing the literature on information systems management, the learning organisation, and systems theory a proposed synergy is found. The outcome of this synergy allows a number of methodologies to be identified that are argued as suitable for IS design. From these information system development (ISD) methodologies, SSM is expanded to incorporate the principles of the learning organisation and systems theory. The expanded SSM framework is applied in practice through a process of participatory action research.

The outcome of the practical work argues for a complete framework that joins the areas of research (SSM and technology management) and emphasises other thinking from the areas of systems theory and the “learning organisation”.

The paper concludes with a discussion on the advantages of joining soft systems with technology management but also the limitations created. Such limitations have been identified as moving from the soft, tacit issues of the design phases to the harder more structured aspects of technology implementation and management. A change in philosophy may restrict other issues from being explored. This issue needs to be focussed on in future research.

A framework has been developed that draws on the work of soft systems methodology (SSM) and a technology management process framework (TMPF) used in the area of technology management. By expanding the SSM model and joining it with the TMPF an attempt to give individuals and teams a practical tool to help design, implement, and manage IS with an emphasis on learning the framework promotes.

The framework provides advantages for academics, consultants and other practitioners and gives a central focus on what issues need to be accomplished more explicitly in order to undertake an ISD project.

This paper aims to show how systems thinking can be incorporated in action research (AR) interventions to successfully implement organizational change. The two case studies described in this paper would be useful to managers who want to implement change in their own organizations.

Both projects used AR as the methodology due to its flexible, responsive and emergent nature. In one project, there was a deliberate attempt to incorporate soft systems thinking whereas in the other project soft systems thinking was used as a sense‐making process while carrying out AR. As an added benefit both approaches have resulted in successful completion of doctoral research.

Soft systems methodology (SSM) and AR can both help in addressing ill‐structured problems faced by managers, in collaboration with stakeholders using questioning and reflection. Both lead to an increased understanding about the problem situation. The difference is that SSM uses a more structured approach while AR is emergent in its application. SSM practitioners advocate that action researchers would benefit by declaring in advance an intellectual framework to guide their research. This has the additional benefit of overcoming obstacles in an academic environment where research processes are still governed based on traditional research methods.

The ideas presented in the paper could be particularly useful to a practice‐based discipline such as project management where research into its practice is in demand.

This paper would be useful to managers interested in a rigorous methodology to implement organizational change in addressing business problems. It demonstrates ways of combining SSM and AR, resulting in a powerful research tool to carry out rigorous research.

The purpose of this paper is to provide an overview of soft systems methodology (SSM) and review the ways in which the methodology has been applied by managers and researchers to gain a broad understanding of library and information service (LIS) activity.

Seven detailed examples of the application of SSM to LIS activity show for each the aim, rationale for the use of SSM, operationalisation, findings and benefits of using SSM to understand problem situations.

Analysis of the application of SSM in LIS contexts demonstrates the extent of its efficacy in learning and understanding in “problem situations” and the resultant changes to LIS activities.

The paper draws together examples of studies which may prompt LIS professionals and researchers to consider the use of SSM in the management of LIS.

An in‐depth review of the processes and outcomes of the application of SSM to the understanding of LIS activity is provided.

Soft systems methodology (SSM) is a procedure for achieving improvement in human activity systems which has been applied in a wide variety of practical instances. POSIT ‐ a marketing mnemonic ‐ is a conceptual approach to marketing and its components, which also has been employed to analyse both practical situations and the subject of marketing itself. SSM and POSIT, although distinct, have features in common which are explored in this paper. A reader‐friendly simulation of SSM is taken as an example to show the relationships of the two methodologies in the analysis of marketing as an indicative human activity system.

The purpose of this paper is to provide an illustration of the methodological processes and resultant outcomes relating to one theme investigated during an application of soft systems methodology (SSM) in a library and information service (LIS) context, in order to contribute to the explication of the methodology to LIS professionals.

A selective but detailed description of the use of SSM is provided in relation to case study research undertaken at a UK law firm, which included, within the framework of SSM, the conduct of interviews with 42 legal and information practitioners.

The described application of SSM is a demonstration of its use for structuring learning in situations: in this instance, of a developed understanding of stakeholders' views of appropriate LIS activity in a law firm.

The paper is a selective representation of the first use of SSM by a researcher and demonstrates the methodology's applicability to any situation about which learning is considered to be desirable.

The paper provides an illustrative application of SSM which may prompt the use of, or may contribute to understanding of, the methodology by LIS practitioners, researchers and educators.

The paper provides an in‐depth illustration of the SSM‐informed processes and outcomes in a novel application area.

Much educational practice taught at teaching colleges regarding the process of teaching and learning is derived from a theoretical base. Less is based on lessons learned from the observation of the actual process of teaching and learning. Undergraduate teachers and mature practitioners are left with unstructured and unsystematic personal reflections of the process of teaching and learning for meeting any deficiencies they may have perceived. Soft systems methodology is an approach that can fill this lacuna. It provides a structured and systematic as well as systemic, approach for analysing actual practices in organized human activities, or human activity systems, such as the institution of education. The methodology is of particular benefit for analysing the process of teaching and learning because it does not require starting the process as an identified and precisely defined problem requiring a commensurate solution, yet it is still capable of generating recommendations for improving the process. The methodology is applied to this process to discover whether it can reveal hitherto unrecognized teaching and learning activities which can be used to improve the process in question.

The purpose of this paper is to demonstrate the usability of systems thinking in the process of redesigning a leading public housing provider within a problematic situation. The paper attempts to describe the influence of evolving negative internal socio‐political arrangements on the further development of the whole organization and suggests a purposeful activity model based on constant improvement and collaborative learning for the ongoing intervention.

The study combines soft systems methodology, as the leading or guiding methodology, with case study research and action research. This rather pluralistic approach made it possible to adequately respond to the varying tasks and intricacies of the different research phases within a power‐laden environment. Each phase or part of the process was informed by the analysis of the preceding one, thus creating a documented learning process.

The results reveal that further development within the project‐oriented organization was hindered or blocked by failure to address the oppressive socio‐political system. The proposed new design, based on systems thinking, allocates an important role to project management and its ability to cope with different paradigms and to address tame, messy as well as wicked problems. Consequently, the discipline of project management should further develop towards an equal appreciation of hard as well as soft systems thinking which emphasises a critical systems thinking approach.

The project management capabilities needed in the complex housing system go beyond the strategic and operational level since a greater understanding of complex social systems as well as their behaviour is of major importance. This puts emphasis on problem structuring methods and methodologies, as well as their combination, so as to support the debate about the nature of organizational as well as societal problems rather than to focus on their solution.

The paper describes the first soft systems methodology intervention in a predominantly francophone country within the European Union. It proposes a new avenue to the management of organizational as well as societal problems.

This study aims to fill the gap in collaboration culture improvement by designing an information-sharing system as an enabler to support the forming dimensions of the collaboration process in previous studies. The authors propose the appropriate system to eliminate the collaboration culture gaps between the related functional units based on in-process interaction learning in a business process outsourcing company.

This study employed action research (AR) based on soft systems methodology (SSM) with a system thinking approach, in which the authors and process actors design the agreed information-sharing system by involving the process actors in identifying the initial problem situation as well as validating the conceptual model through discussions and designing the expected system.

This study discovers that SSM-based AR is a suited method for designing a system that supports the formation of collaboration culture among actors in the digital service creation process by learning user perceptions and expectations in order to obtain their commitment to empower the proposed system.

In addition to providing a system to minimize the lack of collaboration culture, this study contributes to the academic literature by offering a new way of planning and designing in a system development methodology using soft systems approaches to understand user perceptions, expressing user interaction in a conceptual model and validating it and defining agreed activities to obtain the best design according to user expectations.

Soft systems methodology (SSM) is well documented in the academic and management literature. Over the last 40 years, the methodology has come to be adapted depending on the tool users’ skills and experience in order to fit the problem. The purpose of this paper is to demonstrate good teaching and learning practice from a pedagogical perspective.

Dr Ian Yeoman of Victoria University of Wellington provides a personal reflection of how the methodology is used in the teaching and learning of TOUR301 Tourism Policy and Planning as a policy and scenario analysis method.

The paper articulates the seven stages of SSM from problem situation unstructured, through to Rich Pictures, vision and guiding principles, policy solutions, comparisons, feasibility and implementation stages. The paper uses a series of teaching tasks to breakdown the complexity of the methodology thus guiding students and teachers in how to deploy the methodology in the classroom.

The value of the paper demonstrates the reflective practice of SSM in action as an exemplar of good practice. The paper clearly articulates the stages of the methodology so students and teachers can adopt this approach in classroom environments following a scaffolding learning approach. The use of teaching tasks throughout the paper helps bring clarity and order thus enabling the teacher to effectively teach the subject and the students to learn. The most significant contribution of this paper is the articulation of good teaching practice in policy and scenario analysis which articulated through four learning lessons: facilitating a learning environment; the impact of visual thinking; political theory; the importance of incremental learning; and problem-based learning and international students.