Alberto Paucar-Caceres

Management Science Methodologies in Environmental Management and Sustainability: Discourses and Applications

This paper investigates and discusses the use of systemic methodologies (SMs) developed in management science/operational research (MS/OR), in particular, those SM that have been informing the complexity inherent in environmental management and sustainable (EM/S) practices. By surveying a sample of the top MS/OR and systems journals, we assess the extent to which systemic management science methodologies developed recently have been used in tackling EM/S problems. Titles and abstracts of EM/S applications published in MS/OR and systems journals between 1989 and 2009 were queried for the occurrence of typical keywords associated with a set of SMs (eg, complexity theory, systems dynamics, soft systems, critical systems, viable systems model). The survey identifies a set of articles representing the practice of either a particular methodology or of a mixture of various SMs in EM/S setting. By assembling and critically reviewing a sample of applications in EM/S the paper hopes to raise awareness among environmentalists, operational researchers and management scientists of the benefits of using systemic approaches developed in MS/OR and, in this way, to encourage further exchange and conversation between these fields of management.

An application of Soft Systems Dynamics Methodology (SSDM)

The paper argues that by combining some of systems dynamics (SD) and soft systems methodology (SSM) stages, within the intellectual framework proposed by soft systems dynamics methodology (SSDM), a systemic methodology developed by Rodriguez-Ulloa, much can be gained in a systemic intervention when tackling complex social problematic situations. A framework for comparing the ontological, epistemological and methodological principles of SD, SSM and SSDM is proposed and the synthesizing role of SSDM is advanced. SSDM ten stages are briefly outlined and a full account of an application on a small Peruvian enterprise is presented. A reflection on SSDM as a systemic intellectual tool is proposed and conclusions together with points for further research are suggested.

Mapping the structure of MBA programmes: a comparative study of the structure of accredited AMBA programmes in the United Kingdom

This paper reports on an application a multivariate analysis technique called Co-Plot. It replicates a study conducted among leading MBA programmes in the United States using the same technique; a statistical method especially suited for this type of analysis where there are samples with relatively few observations (business schools) and large numbers of variables (subject modules, core and elective). Using Co-Plot the paper presents a mapping of the structure of 32 Association of Masters of Business Administration (AMBA) accredited MBA programmes in the United Kingdom and compares the characteristics of the resultant groupings of MBA programmes and the relationship between group membership. The patterns of core and elective modules offered by the selected MBA programmes are then compared with the rankings of UK business schools. The research shows that in the UK, unlike in the US, the clustering is not as strong and clear. Five groups/clusters of schools are identified together with four main clusters of core and electives modules offered. Differentiation is only significant when the electives modules are taken into account unlike the US where differentiation is evident between programmes with the core modules.

The impact of global climate change on water quantity and quality: A system dynamics approach to the US–Mexican transborder region

The potential impacts of Global Climate Change (GCC) in zones where water is scarce, such as along the US–Mexico border is, and will continue to be, a key concern for the future sustainability of humanity. This paper estimates the variation in quality/quantity water due to climate change and assesses its impact on community development in the US–Mexico border region of the Rio Grande/Rio Bravo Water Basin. To estimate variation in different water quality parameters, we use a conservative model with most probable scenarios for temperature/precipitation produced by the International Panel on Climate Change. We propose a system dynamics model to understand the complex interaction of factors governing the quantity/quality of water and their effects on social and economic conditions. The model simulates, for a 70-year period, policies and decisions that have the potential to improve conditions and prevent risks that may lead to social unrest and hinder economic development.

A system dynamics sustainable business model for Petroleos Mexicanos (Pemex): case based on the Global Reporting Initiative

We propose a System Dynamics model to explain the implementation and development of business sustainable policies at Petroleos Mexicanos (Pemex). The model is built using information reported by this company on the Global Reporting Initiative website. The simulation model incorporates the participation and expectations of internal and external stakeholders in defining sustainability (as perceived by the organization) and implementing its initiatives. Three variables (leadership, stakeholder motivation and external factors), identified as leverage points in the model, are used as means to improve the organizations journey towards achieving sustainability. The results of the simulation model seem to indicate that by increasing leadership activity and levels of stakeholder motivation, the journey towards sustainability can be greatly improved, and that external economic factors do not have a significant impact on sustainability achievement. These findings are pertinent for organizations currently in the process of implementing sustainable policies and strategies.

The development of management sciences/operational research discourses: surveying the trends in the US and the UK

This paper explores the trends in American and British management science/operational research (MS/OR) during the last 25 years. We argue that British MS/OR has developed a soft and systemic approach to MS/OR practice, which has resulted in the emergence of a number of interpretive and critical-oriented methodologies. American MS/OR practice has remained closed to the positivistic discourse. Using a set of keywords and authors’ names associated with the main features of the interpretive and critical MS discourses, we surveyed articles published in three major US MS/OR journals. We compare these results with trends in the UK MS/OR scene. Findings appear to confirm the different directions taken by the MS/OR practice across the Atlantic. The paper posits possible reasons underpinning these differences: firstly, the particular methodological path followed by the British MS/OR, from early ‘soft systems’ applications in the early 1970s to the now well-established ‘Problem Structuring Methods’; and secondly, continuous engagement between the systems and MS/OR British communities (a dialogue that seems not to have occurred in the US). The paper contributes to a reflection on the MS/OR historical developments and contrasts these developments in both countries, two areas of OR significantly under-researched.

Mapping the structure of MBA (AMBA-accredited) programmes in the UK and France

Purpose – The purpose of the paper is to determine possible grouping of similar MBA programmes offered by 45 British and French business schools accredited by the Association of Master Business Administration (AMBA) as of January 2006.Design/methodology/approach – The study uses the statistical co‐plot method reported in a similar study of leading full time MBA programmes in the USA. The method is used to map/group the schools according to both core and elective units offered by the business schools.Findings – The paper outlines the features of the six groups of MBA programmes found (Cluster 1: Manchester and Bath; Cluster 2: Warwick, Lancaster and London; Cluster 3: five top French business schools and Cranfield; Cluster 4: two French schools – Grenoble and Audiencia‐Nantes; Cluster 5: two French schools – ENPC‐EAP and IEP; Cluster 6: the remaining UK MBA programmes). The differentiating characteristics of core and option units offered by business schools in each cluster are described and discussed.Origi...

Contemporary discourses in Information Systems Research: Methodological inclusiveness in a sample of Information Systems Journals

Abstract We propose a framework to reflect on the development of four information systems (IS) paradigms, arguing that this field has followed a similar path to that of Management Sciences (MS). The framework comprises four IS paradigms/discourses: (1) positivist/normative; (2) soft/interpretive; (3) critical/pluralistic; and (4) constructivist/2nd order cybernetics. The paper characterizes these approaches to IS by using four key terms: System; Organisation; Management and Information, exploring the way these concepts are perceived through the lens of the four paradigms. The paper reports on the nature of current IS trends, from an initial survey of six top IS journals identifying articles adhering to the interpretive, critical and constructivist paradigms published between 1999 and 2009. Results indicate that IS is moving towards research practice in which interpretive, critical and constructivist discourses are utilised. Implications of the proposed framework and publication trends, together with some points for further research, are offered.

A utilisation focussed and viable systems approach for evaluating technology supported learning

The paper uses a higher education case study to illustrate a participative theory of change approach to evaluating technology supported learning. The approach is informed by the Viable Systems Model (VSM) and utilisation-focussed evaluation and, falls within the tradition of facilitated modelling approaches to operational research. We argue that this approach worked well in engaging primary evaluation users in a process of collaborative action research to improving an educational development initiative and that the approach helped generate information relevant to answering its primary users’ questions, to inform their specific decisions and actions relevant to their quality enhancement responsibilities.

Using Systems Thinking to Evaluate Formative Feedback in UK Higher Education: The Case of Classroom Response Technology.

Providing high quality formative feedback to large and very diverse cohorts of students taking short intensive blocks of teaching (block release) has become crucial in management education provision. The paper proposes the exploitation of classroom response technology (CRT) to evaluate learning activities of students taking block release modules. Adopting a systemic approach, we explore and test key observable and controllable dimensions of the feedback system. Using results of a pilot study, we provide evidence that learning activities, using CRT, address the simultaneous requirements of timing, frequency, combined with scope, focus and clarity, in education provision. These requirements are identified as crucial elements for quality feedback in a constrained environment.