Previous scientific practices and approaches do not seem to suffice with regard to a comprehensive coverage of reality in the form of strategic decisions, current behaviors and the resilience of systems (Liu et al. 2017). Against the background of multifaceted and complex interrelationships in institutions, organizations and companies, Systemic Structural Constellations (SyStC) represent a novel approach for the elucidation of issues and resolving of problems since they can reveal underlying dynamics and implicit knowledge patterns (Wade, 2004; Arnold, 2016). SyStC are accompanied by an innovative way of structuring diverse information and data spatially offering extensive possibilities for a systemic approach to problem solving and the uncovering of subconscious, hidden logical chains and levels of description. With regard to academia, the method can be integrated in order to foster the development of sustainable education and to support the transition towards transformative research (Schneidewind 2011). How can SyStC foster changes towards sustainability within academia based on the whole institution approach? Based on exploratory case studies in multi academic settings according to the whole institution approach, like research & consulting/ transfer, teaching and administration the potentials were figured out. Main results are: Three key areas concerning the application of SyStC in higher education can be highlighted (Arnold, 2016: 1):
(1) Teaching (e.g., using the method with the support of students in order to motivate and facilitate learning through various senses and channels of perception or to promote activity-based learning)
(2) Science-private partnerships (e.g., using the method at a company and business level by providing advisory and coaching services to resolve business and technological problems such as discovering innovative sustainable marketing measures)
(3) Research context (e.g., for hypotheses formation or alternative knowledge patterns).
SyStC offer a wide range of didactic applications for problem solving in the fields of learning, specific sustainability requirements and in connection with the Whole Institution Approach. Thereby, the method enables the adoption of holistic, transformative and interdisciplinary perspectives. SyStC meet sustainability requirements by making it possible to map complex, systemic issues, simulate how to integrate sustainability requirements and indicators, and strengthen competencies. The possibility of integrating different learning types (e.g., reflective, experimental) can be used to clarify different learning problems (Arnold, 2016). The application of SyStC within the framework of the university's internal project work shows surprising results in exchange with companies from entirely different areas. Positive feedback regarding the theoretical principles and practical application of this method has been received from both users in the private sector as well as academics (e.g., students).
In particular, SyStC should be seen as a powerful tool and helpful supplement to more or less traditional methods that have been used and adopted over many years, yet failed to reveal unconscious patterns influencing systemic relationships. We conclude that there is an urgent need to integrate SyStC into higher education and various different research institutions since the method provides quite unique settings and new insights for the advancement of holistic sustainability in academia.
Keywords: higher education institutions, systemic structural constellation, whole-institution approach, sustainability
1b. Research methods and methodologies (including the role of academia, policy engagement
