Search results

AbstractThis paper discusses the theory of Systemic Action Research and its use in postgraduate research education, in the context of agriculture and rural development. The paper discusses what systems thinking is and introduces the concepts of Systemic Development. This is followed by an argument for a paradigm shift in how agriculture is viewed, and an associated shift in education from teaching to learning. The core ideas of action research are then described and illustrated by two case studies drawn from PhD research projects supervised by the authors. Introducing the ideas of technical, practical, and emancipatory action research, the paper further expands upon these concepts of action research, illuminated by two additional PhD projects. Overall the paper demonstrates the usefulness of Systemic Action Research as the basis for postgraduate research to deal with real contextual issues in their true complexity, and in a holistic way. In this process, genuine participation and the encouragement of diversity are seen as rights rather than as means to greater research efficiency, thus giving power to people to act through the generation of knowledge by critical reflection. Copyright © 2005 John Wiley & Sons, Ltd.

AbstractHawkesbury's Systemic Development differs from other systemic approaches is that it has a pedagogical, rather than methodological focus, with individual and social learning outcomes, and with ethical as well as instrumental concerns. The paper describes the logic of this approach, particularly the key role of epistemic learning in the development of systemic praxis. The approach is confronting epistemologically, and therefore emotionally, in the face of persistent experiential and conceptual challenges. The Centre for Systemic Development (CSD) was formed to enable a move to occur beyond the academy, and three early examples of its work are described. These illustrate the development of the extra‐mural process of systemic development, that include workshops and 'shop‐work' projects to enable the practice of: experiential and inspirational learning, self and social awareness, systemic methodologies, dealing with issues of complexity and ethics, and of a future orientation for strategic development. The university context proved too rigid for these activities, and therefore an independent Systemic Development Institute (SDI) was established to carry on the development of the ideas through praxis. Copyright © 2007 John Wiley & Sons, Ltd.

AbstractThis paper discusses the insights and reflections that lead to the development of a methodology informed by working at the interface between systems thinking and complexity theory. This arose from three workshops held at the University of Western Sydney to address barriers to market access for poor livestock producers, as part of a project for FAO's Pro‐Poor Livestock Policy Initiative. The first full‐day workshop was based around systems thinking methods using a group model‐building approach. By the end of the workshop the group concluded that the issues were far too complex to be addressed satisfactorily with this approach. Complexity theory was proposed as a suitable way forward. The next two half‐day workshops used complexity thinking methods to come up with a set of attractors and a shared mental model, which provided greater insights into the problem issues. The paper concludes with the reflections gained from the workshop activities Copyright © 2006 John Wiley & Sons, Ltd.

AbstractThe focus on irrigation infrastructure development in countries like India, including a significant allocation of the government's budget, highlights the importance of achieving a high benefit–cost ratio for these projects. However, past reviews have revealed instances where irrigation projects yielded low benefits. To address this issue and ensure a more effective evaluation of future projects, it is crucial to develop multi‐criteria and transdisciplinary approaches. In the context of Telangana, India, a study was conducted to determine cultivable land using a multi‐criteria and transdisciplinary approach. This approach aimed to provide assistance to managers involved in the planning, implementation, and monitoring of irrigation schemes. The study was undertaken as part of the Indian Young Water Professionals (IYWP) training program in 2022. The project followed a journey outlined within this paper as part of the training program. It utilized the Situation Understanding and Improvement Project (SUIP) as an inquiry‐based learning design program. This initiative facilitated the understanding and implementation of transdisciplinary learning approaches learned during the training program. The SUIP project demonstrated the benefits of incorporating a multi‐criteria framework, known as the [I]NSPECT model, into the decision‐making process. The [I]NSPECT model considers various perspectives, including individual, natural, social, political, economic, cultural, and technical factors. By incorporating these perspectives, the decision‐making process becomes more comprehensive and holistic. Overall, this study highlights the importance of adopting multi‐criteria and transdisciplinary approaches for evaluating irrigation projects. By incorporating diverse perspectives and considering various factors, it becomes possible to enhance the effectiveness of decision‐making processes in the realm of irrigation infrastructure development. The study concluded that the absence of transdisciplinary approaches, the inefficient techno‐managerial performance of governmental workplaces, and the non‐use of technological advancements to the fullest are primary reasons for gaps in the irrigation potential created and utilized in the State.

AbstractThe urgent requirement for transdisciplinary water professionals who can navigate the cascading complexities of water resources in a thirsty, inequitable world is widely acknowledged. To deliver a sustainable water resources sector, current water professionals need to synthesize diverse disciplinary knowledge, develop systemic thinking capabilities, and communicate succinctly with a wide range of water practitioners, policy makers, and a wide range of other stakeholders. In a first‐of‐its‐kind program, the Indian Young Water Professionals (IYWP) training program funded by the Australian Water Partnership and supported by the National Hydrology Program, the Ministry of Jal Shakti, India, aimed to develop these capabilities. Practicing young water professionals from across multiple state water resources departments benefited from this 11‐month program delivered by the Australia India Water Centre over the course of 2022. This reflective inquiry presents the learning from this innovative professional development training program. Adapting educational evaluation conceptual frameworks on boundary‐crossing integrations, the program participants, supervisors, and designers reflect on this transdisciplinary program's epistemic, social and organizational dimensions. We asked ourselves, was this training program successful in developing transdisciplinary water professionals, and what do we need to do to design future programs? Our reflections point to the strength of the inquiry‐based learning design of the program and the Situation Understanding and Improvement Project (SUIP) with the application of the [I]NSPECT model as central in shifting entrenched disciplinary paradigmatic thinking. Underlying this success was the strong organizational network engagement and commitment from multiple sectors at multiple levels across Australia and India. A key challenge was the online delivery of this training across continents, along with an ongoing obstacle for the IYWP participants of balancing demanding professional workplace priorities with academic rigor and training expectations. The face‐to‐face Water Conclave held in Delhi in November 2022 was vital in bringing the cohort together, sharing learning, celebrating achievements, and reflecting on next iterations.

AbstractYoung water professionals (YWPs) have a critical role in ensuring how water resources will be managed to contribute towards the 2030 Agenda for Sustainable Development. To address the challenges of climate change, population growth, and urbanization, YWPs require leadership skills, transdisciplinary competencies, technical knowledge, and practical experience. This article presents the India YWP training program, led by Western Sydney University and the Australia India Water Centre (AIWC), aimed at developing a cohort of skilled YWPs and nurturing the next generation of water leaders in support of India's water reform agenda and the National Water Mission. The program engaged 20 YWPs, consisting of an equal gender representation, selected by the Ministry of Jal Shakti from various water management agencies and departments across India. The 11‐month training program was designed to be transformative and interactive, and it used an online platform comprising online lectures, mentoring, and project‐based learning facilitated by the AIWC team. The training methodology focused on engaged learning, incorporating online workshops, Situation Understanding and Improvement Projects (SUIPs), online group discussions, and mentoring. The SUIPs provided a platform for YWPs to work in pairs, receiving guidance from AIWC members, enabling them to develop practical skills and knowledge in real‐world contexts. The program effectively enhanced participants' capacities in project planning, design, implementation, and management, while fostering critical thinking and problem‐solving skills by adopting transdisciplinary approaches. Furthermore, participants demonstrated improved leadership, project management, time management, and communication skills. The training helped YWPs to equip them with a holistic perspective and stakeholder‐focused mindset to address diverse water challenges from a holistic and long‐term standpoint.

AbstractTraining young water professionals in India and many other countries often focuses primarily on technical skills, leaving them ill‐prepared to deal with complex challenges and changing water management practices of the 21st century. Mentoring programs need to be designed to address the gap in competency development by incorporating transdisciplinary projects and activities, team building, professional networking, and relationship‐building. This will equip young professionals with the necessary leadership and managerial skills. Here, we present a case study of the Young Water Professionals (YWP) training program for participants from India, which developed transdisciplinary thinkers capable of leading positive change in the water industry. The YWP training program involved 20 participants under 35 years of age, paired with mentors from Australia and India who were experienced professionals in the water sector. The Mentor role was diverse and included positioning as an educator, sponsor, advisor, advocating agent, role model, coach, and confidante. This diversity of roles and attributes was necessary to support the mentees in their personal and professional development. The transdisciplinarity of the YWP training approach combined mentoring with technical training, experiential learning through situation understanding and improvement (SUIP), and working with client and project partners is expected to benefit the participants' professional outcomes significantly. The mentoring program aided in facilitating the achievement of career goals and improved the ability of participants to manage workplace challenges providing a clearer path for career progression. There were several learnings for future YWP mentoring, including; a hybrid mentoring mode, making online mentoring more interactive and productive and strengthening lines of communication. Overall, the YWP program reinforced the value of mentoring, especially the role of mentoring in enhancing the skills and capabilities of young water professionals and preparing them for future leadership roles in the water industry.