Using Soft Systems Thinking to Craft Instructional Design and Technology Interventions

Abstract

Underutilized in higher education, soft systems thinking can mitigate common challenges in implementing instructional design and technology initiatives. A valuable approach is soft systems methodology (SSM), which captures multiple stakeholder perspectives in rich pictures and activity models to support structured conversations about how to improve a problematical situation. To demonstrate SSM’s utility for instructional design and technology professionals, this article provides an overview of macrolevel processes that often influence interactions with stakeholders. It explains how to capture stakeholders’ perspectives in rich pictures and models spanning multiple system layers through collaboration. From a wide range of interventions that can then be discussed, the article explores two interventions focused on redesigning employment processes and elaborates their importance for common instructional design and technology initiatives. By relating key SSM concepts and techniques to these initiatives, this article demonstrates the practical value of systems thinking for those leading and transforming university learning.