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Symbolic model of purposeful activity Source: Adapted from Checkland and Scholes, 1990, p. 6

Symbolic model of purposeful activity Source: Adapted from Checkland and Scholes, 1990, p. 6

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... order to understand human activity systems and their potential, we have to go back to the basic model of SSM (Figure 4). But first of all, it has to be mentioned that human activity systems differ from biological systems in that they have been created and designed by humans (Pidd, 2003). ...

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... The following years between 2000 and 2010 show a somewhat different result because an average staff, now of 36 people, produced only 964 units. However, this was only a symptom of the true problems, which were predominantly located in power relations that had developed over more than a decade into an oppressive social environment (Staadt, 2014). This "thinking-from-within" is a main strength of organizational ethnography (Ybema & Kamsteeg, 2009), which requires the researcher to act reflexively as well as critically in the meaning-making processes . ...
... SSM constitutes an organized learning system that is, according to Checkland and Poulter (2010), best carried out by the people within the problem situation (Herr & Anderson, 2005) and ideally is a never-ending process (Chapman, 2004). However, SSM has been criticized for its adherence to the interpretive paradigm (Flood, 2001;Jackson, 2010;Kotiadis & Mingers, 2006;Paucar-Caceres & Pagano, 2009) and the lack of a sufficient theoretical basis for the analysis of the organizational culture (Staadt, 2014). With regard to theories, Shotter (2010) argues that they are of use in representing or picturing states of affairs, and we, as individuals, use them to explain events after they have happened, to determine their antecedent causes and to make predictions (on the assumption that the future will be like the past). ...
... To protect the anonymity of the people who participated in the research project, pseudonyms have been used instead of people's real names (Van der Waal, 2009). Four different research phases (A) to (D) were performed in a sequential manner, which allowed each part of the process to be informed by the analysis of the one preceding it, thus creating a documented learning process (Staadt, 2014). As proposed by Yin (2003), the data collected were organized within a case study database ( Table 1). ...
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