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OCAD University Open Research RepositoryFaculty of Design

2016

Synthesis maps: Systemic design pedagogy,

narrative, and interventionBowes, Jeremy and Jones, Peter

Suggested citation:

Bowes, Jeremy and Jones, Peter (2016) Synthesis maps: Systemic design pedagogy, narrative, and

intervention. In: Relating Systems Thinking and Design Symposium (RSD), 13-15 Oct 2016,

Toronto, Canada. Available at http://openresearch.ocadu.ca/id/eprint/1932/

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Pro eedi gs of RSD S posiu , Toro to,

Sy thesis Maps: Syste i Desig Pedagogy, Na ati e, a d I te e tio Peter Jo es a d Jere y Bo es, OCAD U i ersity, Toro to, Ca ada A st a t Thispaperpresentsaframeworkandprocessforavisuallanguagethatisdevelopingasasystemicvisualmethod,andtointegrateandoutlineaspectsofthissyntheticmapformulationasthesynthesismap bothwithreferencetocontributingauthors,butalsoasacomparisontodesignprinciplesandthemethodofvisualdesignlanguage.)nthiswaythetechnique’spurposeasanemergentandcreativetool‐methodcanbeillustrated,incontrasttotheapproachesofinfographics,andothervisualmapmakingassociatedwithdesignideation,anddesignschemarepresentation.Synthesismapsintegrateevidenceandexpertiseinavisualnarrativeforknowledgetranslationandcommunication.Key o ds G)GAmap,Synthesismap,Socialsystems,Systemsthinking,Systemicdesign,VisualizationI t odu tio Designresearchandeducationhavesearchedformoreeffectivemeansofenablingmultidisciplinarystudyanddesignteamstoscanandframe,communicateproposals,anddevelopresponsestothemorecomplexchallengesthatdesigndisciplinesarecalledupontoaddress Norman&Stappers,.Normanmakestheobservationthatdesignersmustlearnandcollaboratewitharangeofdiversedisciplinesnownecessarytoformulateanddeveloptheproducts,servicesandsystemsinacomplex,increasinglyinstrumentedsociety.Today’shighlyintegratedplatformsanddata‐drivensystemsdemandawiderrangeofdesign,research,facilitationandcraftskillsandknowledge.Systemicdesign,asmostdesigndisciplines,requiresarangeofdesignrolesandtypicallymultipleareasofexpertisetoeffectivelyinformcomplexsystemsprojectsinserviceplatforms,healthcare,large)Tsystemsinsociotechnicalsystems,architecture,andurbandesign.Whilemanydesignprogramshaveadvancedtheirskilldevelopmentingraduateandemergingdesigndisciplines,toolsandmethodsforeffectivedesignandcommunicationofsystemsandsocialpolicyarrangementshavenotkeptpace.Fromadesignresearchperspective,disciplinesadvancinginthecorporatemarketplace,suchasservicedesign,havenurturedthedevelopmentofinstrumentsfordesignandcommunicationofcomplexartefacts.Systemsdesign,policyinnovation,integrateddesignandtransitiondesignhavedevelopedtheircontributionstotheory,stakeholderengagement,anddesignframeworkssignificantly.Therearefewergenerallyacceptedmethodstoolkits–similarinapplicationtotheserviceblueprintorjourneymap–generallyacceptedinsystemsandsystemicdesign.TheG)GAmap Sevaldson, andsynthesismaparethetwotypesofsystemmapsbeingdevelopedinthecontextofcomplexproblempracticeresearch.Theyhavedifferentprocessesandevenintendeduseswhicharehelpfultoarticulate.Thegeneral systemsmap mightbeconsideredabaselineartefactforarticulatingsystem‐leveldesignconceptsandframes.(owever,vastdifferencesofform,meaning,articulationandusagedefinethegapbetweensystemstheory‐basedmapsandthevisualmodelsofsystemicdesign.


ThispaperpresentsaninitialframeworkandprocessesadoptedbytheToronto‐basedStrategicForesightand)nnovationprogramforteachingandpracticingsystemdesignmappingforcomplexsocialsystems.DevelopedfromthebasisofSevaldson’s G)GAmaps,theOCADUniversitymethoddiffersinitsalignmenttosystemicdesigntheory Jones, anditssuitabilityforintegratingevidenceandmultipleontologies.Desig Ratio ale (istoricallyinthedisciplinesofdesign,architecture,andurbanplanning,visualcompositionsofasystemicnature,andvisuallanguagehasdevelopedtoillustrateandsolvecomplexproblemsofasystemicnature.Mappingdesignmethodshavebeendevelopedfromamyriadofvisualdesigntoolsandrepresentationframeworksforcomplexproblemunderstanding,visualanalysis,andsolutionfinding.Synthesismapsareformulatedbymixed‐disciplinedesignteamsasaconstructivistapproachtovisualsensemakingforhypercomplex,orwickedproblems.Synthesismapsaredevelopedfromavaryingmixofprimaryresearchandliteratureevidence,yetarehighlyconstructivistartefactsasthesynthesisprocessdevelopsnarrativesthatre‐interprettherelationsandmeaningsofevidencewithinthesystem.Themapsareproductsofsynthesis,astheyrepresentthechoicesmadebymultiplesynthesispropositionsandconfigurationsthatresultinavisualintegrationofmultiplerepresentationsandsystemformalisms.Theserepresentationsarechosenbydesignerstofacilitatesensemakingbythe contentstakeholders ordecisionparticipantsoftheproblemspace.Diffe e tiatio of Sy thesis Maps SynthesismappingwasdevelopedoverseveralyearsofstudioeducationandformativeprocessenhancementatOCADUniversity’sStrategicForesightand)nnovation SF) graduateprogram.TheSF)programadaptedtheG)GAmapprocessinitsSystemicDesigncourseoveratwo‐yearperiodofdevelopmentandteaching,incollaborationwithOsloSchoolofArchitectureandDesign.Theauthorsco‐teachtheSF)SystemicDesigncourseusingamixed‐studioandseminarpedagogy.UnliketheA(OG)GAmapstudioprocess,theSF)programdoesnothavesponsoredstudios,andthesystemmapsaredevelopedforcourse‐basedproblems.Thisconstraintontheprogram,aswellasthefairlyshortcourseperiod,limitstheextenttowhichstudentscandevelopmapsasarichsolutiondesignspaceforconstructive,realproblems.FollowingtheA(Omethodascloselyasfeasible,givendifferencesinpurposeandpedagogy,thefirsttwocohortsdevelopedeffectiveG)GAmapsforsocialsystemsdesigncontextssuchasurbantransportation,citywideinfectiousdiseasemanagement,urban‐ruralwildecosystemmanagement,andchildhoodobesity.Themapswereconstructedinsixweeks’timebyteamsof typically fourmixed‐disciplinegraduatestudentsself‐selectingtoprojectteamsbasedonmutualinterestinaselected wickedproblem topic.Subsequentcohorts upto moresince havebeentaughtwithanadaptedmethodologythattakesintoaccounttheSF)programobjectives,theone‐termduration,andthefittoconcurrentcourses,thatalsodemandintensiveteamprojects.Thesynthesismapmethodologyhasemergedfromtheseconstraintsandrequirementsasmuchasitreflectsadifferentmethodology.Forone,theSF)programpromotestheintegrationoflearningacrossdisciplinesforcomplexproblemswithsocietalbenefitaswellasanengagedlearningprocess.Toactivelysupportstudentlearningacrosscourses,theSystemicDesigncoursehasbeenpairedwiththemostsuitable,synergisticothercourseinitscurrentterm.Formostyearsoftheprogram,thishaseventuatedinstudentsmaintainingconsistentdesignteamsbetweenSystemicDesignandthe)nnovationResearchMethodscourse.Forsomecohorts,the


pairedcoursewastheStrategicForesightStudio.)ntheintheResearchMethodscoursesynthesismapshavebeenconstructedtorevealsocialsystemsanddynamicsreflectingprimaryfieldresearchoftenconductedinthatcourse.Asteamsworkfromtheirownresearchevidencecollectedandanalysedintheresearchcourse,theirvisualinterpretationsofsimilarfindingsinthesynthesismapsaccruebothinternalcoherencetoareal‐worldsituationandexternalvalidityperceivedbystakeholdersinthedomainsofinterest.Becausethemapsaresynthesizedfromdesignresearchandsocialscienceresearch,theyareuniquelyresponsivetothefieldresearchcontext,yetdevelopedwithinacontinuousinteractivestudioprocess bothstudentteamorganizedandguidedbyaseriesoftutorialandadvisingsessionswithfaculty .TheSF)programisinclusiveofmultipledisciplinesina ‐personcohort,andit’stypicalthateachmapteammighthaveonlyasingleclassically‐trainedvisualorindustrialdesigner.Themixofbusiness,socialscience,arts,andscienceswithinadesigncourseenablesawideintersectionofproblemsandinterventions,whichisfurtherstrengthenedbyacoursethatteachesarangeofsystemsthinkingmappingformalismsandsystemstheoryinthefirsthalfoftheterm.Thesevisualformalisms,discussedbelow,havebecomeanessentialbridgebetweentheprogressively‐developedsystemspedagogyandthevisually‐informeddesignpractice.Webelievethat,forafirstcourseinsystemsthinkingthatproducessystemsmapsasoutcomes,thesynthesismapapproachprovidesuniquevalueofamapartefactthatcapturesandrepresentsthequalityofteamlearningandthereasoningpracticesofsystemsthinkingappliedtocomplexsocialorpolicycontexts. Figure1.Studentteamsketchingearly‐stagesystemmap.)nthisarticleweproposethatthesynthesismapdifferssignificantlyenoughfromtheG)GAmap,evenifbyprocessmorethanartefact,towarrantasupportedexplanation.Whilesimilarmaptypesaredevelopedbystudiopracticesusingbothmethods,keyprocessdistinctionsmightbesummarizedasfollowsinTable .


Table1.CriteriadescribingGIGAmapsandSynthesisMaps

CRITERIA / Model GIGAMap Sy thesis Map Size a d scale Large aps, ultis aled, a ro‐ i ro Large, a e ultis aled. Well‐ ou ded. Visual odels Highl aried, ofte ar hite tural, D

Ofte used to reate desig la guages T pi all D, lear fra e, ofte grid‐ ased Ca e isuall si plisti , if arrati e‐led

Theoretical odels Not stro gl theoreti al, More pro ess S ste s odels e pli itl stru ture arrati es Approach to Evide ce Dire tl rele a t to a desig pro le Ofte de eloped fro resear h e ide e

ithout e te si e stakeholders or solutio spa e

Approach to Narrative Separates pro ess a d o u i atio . Ca e used o l i desig thi ki g.

Ofte stro gl arrati e‐ ased. Narrati es sele ted earl i appi g pro ess.

Stakeholder Role Ofte stakeholder led i studio / resear h

Stakeholders ofte dis o ered after resear h a d appi g, allo i g for post‐i tera tio

Syste s Theo y Visual Models Systemstheoryandsystemsengineeringhavedevelopedanumberofwell‐knownvisualmodellingformalismstypicallyusedfordistinctfunctionalrepresentation.Visualformalismsalsoconveytheirepistemologicalframesintheconstraintandexpressivepowerofthechosenmodality.Wehaveseenanumberofvisualtoolsdevelopedtoillustrateandaidintheunderstandingofcomplexsystems,mostofwhichhaveemergedfromthedomainofsystemsthinking.Visualformalmodelshavebeendevelopedasmethodologiesforsystemsanalysisand/orproblemstructuring.FollowingJackson’s typology,mostvisualformalismshaverepresentedmethodsfrombothhardsystems systemdynamics andsoftsystems e.g.,Checkland, .(ardsystemsmodelssuchascausalloopdiagramsforsystemsdynamics,requirereductionistapproachesthatrestrictvariablesandfollowwell‐definedrules.Softsystemsmethodsdrawfromaninterpretiveepistemologythatrecognizesthatacommonunderstandingofaproblemareaisenabledbyanintegratedmultimethodology Midgely,etal, andanexplicitmotiveoflearningandactionplanning.Softsystemsmethodsencourageflexible,organicrepresentationsthatfacilitateproblemunderstandingandstructuring.(ardsystemsmethodsaregenerallyutilizedastechnicalmodellingtechniquesforanalysisandsystemrepresentation.Systemsthinkingandtheoryhasnotledthedesignofnovelvisualsensemakingmethods.Few,ifanysystemdesignmodelshaveemergedfromsystemssciencesorsystemsthinking,includingtheschoolsofcriticalsystemsorevencomplexitytheory.Cyclicandnestedmodelsthatabstractnaturalsystemsprocesseshavebeendefinedasecologicalsystemmodels.Theseincludethepanarchyadaptivecycle Gunderson&(olling, ,Bronfenbrenner’s socioecologicalsystem,andothers.Othercommonlyusedformalismsordesignmodelsincludeinfographics (orn, ,conceptmaps NovakandCanas, ,processflowdiagrams,journeymaps,andotherdesignartefactsdrawnfrominformationdesign,informationarchitecture,graphicdesign,servicedesign,architectureandplanningdisciplines.


Ha d Syste Visual Fo alis s Whatwerefertoashardsystemsmodelsincludethecausalloopdiagrams Braun, ,Senge,,stockandflow Meadows&Wright, ,systemigrams Blair,Boardman&Sauser, ,andstructural/influencemaps Warfield&Staley, .Thehardsystemmodelsoftenfunctionasstandaloneanalyticalrepresentationsthatdefineasystemicpatternreferencedinalargerstudy.Theseformalismsareoftenincludedwithinsynthesismapsasdiscretemodelsthatdescribesubsystemorarchetypalbehaviourswithinanentailedboundedsocialsystem.Asignificantdifferencebetweenhardsystemmodelsandthesoftsystemsschoolisthathardsystemsdevelopamodelofcausalitydevelopedfromanalysisofcurrentsystemdynamics.Thepurposeofsystemarchetypes Braun, istoidentifyandcapturerecurrentpatternscommonlyfoundinsocialsystemsandorganizationsthataredefinedascausal,reinforcingandbalancingloops.)nsynthesismapssuchmodelsareoftenincorporatedintolargersynthesesofmultipleprocesseswithinamuchmoreencompassingsystemboundary.Thecausallooporsystemigrambecomesaninset,andservesasamicro‐modelrepresentingacurrentfunction, oftenadysfunction ,withinsocialsystemsnarratedbyasoftsystemoridealizedapproach.ThefollowingfigureshowstheShiftingtheBurden archetypewherebythelongerterm,difficultgoalofbalancinghealthcarecostswithinaninstitutionalbudgetbycreatingpopulationcarenetworksisoffsetbyshiftingtheburdentoashorttermsolution increasingvolumeofchargeabletestsandprocedures thataddressesshorttermcostsbutshiftstheultimatecoststothelong‐term,exacerbatingtheoriginalproblem.Otherhardsystemorprocessmodelsareusedwithinsynthesismapsfornarrativeconstructionanddiscursivepurposes.Theintentionofadoptingmixedmethodsistwofold: toidentifyandportraydiscoveredpatternswithinthecomplexdynamicsofasocialsystemand toconveythesenseofcomplexityinthe actual socialsystembyincreasingillustrationdensitywhilenotsacrificingreadability.Thecasestudypresentedinthisarticleshowstheuseofcausalloopsandprocessdiagramswithinalargesynthesismap,specificallytoconveyrelationshipswhereinterventionsmightbelocatedinacomplexsystem. Figure3.ShiftingtheBurdenArchetype.


The Soft Syste Ri h Pi tu e Theotherschoolofsystemicreasoning,softsystems,recommendsmoreinterpretiveandfigurativemodels.ThebestknownrepresentativeapproachisCheckland’sSoftSystemMethodology SSM ,knownfortherichpicture Checkland, ,ChecklandandPoulter, .Theclassicalrichpictureapproachsketchesavisualmodelofthesystemasaparalleltotherealworldsituation asdepicted andisintentionallymeanttobeaprovisionalmodel,subjecttochangeiniterativeinteractions.TheChecklandrichpicturepresentsanidealizedmodelofthepreferredsystemasawaytoconstructinterventionsandcompare,inasingleimage,withtherealworldsystemasperceived.Atypicalintentiondescribedbytherichpictureistofacilitateanongoinglearningcontextasacontinuingprocessfordiscovery,throughthecreationofacommonlanguagewithstakeholders,intext,imageandrelationship.Thesynthesismapadoptsthisprocessexplicitlyinitsiterativestudiodevelopmentandengagementwithsystemstakeholders.Synthesismapssignificantlyextendtherichpicture.TheconventionalSSMmodeldevelopsahand‐sketchedarticulationofrelationshipsbetweenadepictionofsystembehavioursintheworld,theactorsandworldviewsparticipatinginthesystem,andanabstractedsystemmodelthatreferencestherealworldandindicatesitsboundariesandbehaviourtrajectory.Ascribedmeaningsdrawnfromthesysteminterpretationarevisuallydepictedbysymbolism,metaphor,andrepresentationofsite,context,structure,function,processes,andnarrative‐oftencreativelyjuxtaposedorintegratedasacreativedocumentation.Theissues,meaninganddirectionsofacomplexproblemarereferencedinreferentialsketchesandvisualstoillustrateelements,relationships,andinfluentialdynamicproperties.Thispromotesideation,andfacilitatesacomplexproblemsystemicview‐point.)tisthisintegrativedesignprocessandlanguagethatcanbeintegratedintoasystemicvisualmethodthatbuildsonsuccessiveinterpretationandjuxtapositionofsalientsystemelements.De elopi g a Syste i Na ati e Fromantiquitytothepresent,andwithanexponentialrateofexpansiveness,humanshavebeenobsessedwithsystematicallycollectingandreorganizingwhatineffectalreadyexists,initsownkindoforder,ordisorder.Thisdesireforcontrolandcentralisationofourenvironment,hasnodoubtaidedusinthepastandpresent.Nevertheless,manybelieveourinstitutionalizedsystemshavereachedsuchepidemicproportionsthat,notonlyhasthedigitalrevolutionnotbeenabletosolvesystemicproblems,butithasclearlyaggravateditwithacombinatorialexplosionoffragmentedinformation.Allofthesesystems,thedigitalnotwithstanding,occupyanincreasinglyhugeamountofspaceandpullresourcesfromtheworld.Asystemicviewpointisafoundationformanyofthecomplexproblemswhichourstudentspursue.Thebasicactionsofanysynthesismappingincludedefiningsystemboundariesandunpackingsystemelementsandsubsystems,followingabasicanalysisofsystemprocesses,structures,functionsandgoals.Tounderstandthecomplexityofaproblemsystem,wehighlightcausalandinfluencingrelationsinearlysystemsketches,anddefinestakeholdersandtheirorganizationsandnetworkswithinthesystem.ThisapproachissupportedbyGharajedaghi’s iterativesystemicanalysis,employedintheOCADUcourse.Thisinformationallowstheconstructionofinitialmapswhichhighlightelements,andsubsystemrelations,andprovideinsightintosystemicbehaviour.Theiterativeinquirytypicallydefinestheinitialsystemlevelsandboundaries,andstudentteamsidentifythesystemlevelfordefinitionfromthesemultiplelevelsorperspectives,Beforeinitiatingthesynthesismap,thissystemsanalysisprocessofmultiplemappingmethodsisextendedwithcausalloopsandarchetypes,stockandflowdiagrams,systemigramsandothersystemicvisualformalisms.


The Sy thesis Map Thesynthesismapapproachencouragestheselectionofvisualformalismsappropriatetothescaleandfunctionoftheproblemsystem,aprocessthatbecomesiterativethroughseminar,teaching,studioapplication,andinthecritiquingprocess.Thesynthesismapbecomesanintegrationofmuchofthefindingsfromvariousunpacking,map‐makingandanalysisprocesses.Asaproductoftheprocessitintegratestheinformation,findings,andkeyissuesrelatedtothecomplexsystem,withacontextualnarrativeasasynthesisoftheissuesandinformation,presentedasadesignproblem.Thismethodofsensemakingprovidesawayofvisualizingthesystemicstory,andexploresthepossibilitiesfordesigninterventionandchange‐making,withafocusonkeychangedriversinthesolutionspace.Thesynthesismap,likeSevaldson’sG)GAmapisanartefactthatattemptstodocumentandorganizeapictureofthecomplexproblem.)nthesynthesismapthesystemicportrayalofsystembehaviours,andsystemicrelationstendstobemorehighlighted.Theappliedinterpretativeanalysisgeneratesacombinationoffocalandfiguralelementsprovidinganarrativepictureofthesystemicdesignproblem.Becausethesemapsarequiteoftenutilizedinthecontextofstrategicforesightandinnovationprojects,thesynthesismapsquiteoftenincludeaviewtofuturescenarios,andhorizonsofpossiblechangeandoutcomes.Thefinalformatofthecompletedmapisavisualnarrativewithorganizedandsynthesizedinformationaboutthesubjectdomain,supportedbyprimaryandinterpretedresearch,statistics,facts,archivalinformationandrepresentedbyvisualmetaphors.P i iples a d F a e o k Synthesismapsareusedinsteadofothermodesofsystemmappinginordertodescribeacomplexsocialsystemsufficienttothecomplexityofthedomainofinterest.Weadapttheprincipleofrequisitevarietywheretheproblemrepresentationinthemapmustcorrespond ifnot control tothecomplexityinthesocio‐culturalsystemasunderstoodbystakeholders.)ncoursepedagogyweembracethewickedproblemasacontextfordefinitionandsufficientcomplexity.Theseprincipleshelpseparatethesynthesismapasagenrefrominfographicsorstructuredandsimplifiedsystemsmaps,wheretheintentisfornarrativereadabilityandclarityofdefinition.Theaimofthesynthesisapproachistobebothasvisuallycomplexasthedomainitrepresents,andasunderstandableaspossibletointendedaudiences,whichareoftenstakeholdersnotinvolvedinthemappingprocess.Multiplepurposescanbeembracedbyamappingproject.Communicationofthesocialsystemproblemareaasresearchedandunderstoodisastartingpoint.Anotherpurposeistobeabletoeffectivelyidentifycyclesandprocessinsocialsystemsthatmightrepresentproductiveareasforinterventionorforsystemandservicedesign.Course‐basedsynthesismapsdonotusuallyventureintosystemredesignasthesearetypicallycreatedwithoutthebenefitofextensivesystemstakeholdersontheteam.Thenecessityofstakeholderinclusionbecomesclarifiedwhenstudentprojectsattempttoproposeinterventionanddesignchangeswithouttheiraccesstotheteam.Courseprojectstypicallydescribefirststepstowardfutureredesignproposalsbasedonprinciplesandanalysis,andwherepossible,onadeepunderstandingoftheproblemdomain.


Sy thesis Map Te h i ue Throughreflectivestudioandteachingpracticeaswellassponsoredresearch,wehavedevelopedadistinctiveprocesswithpreferredtechniquesforrapidteamconstructionofsynthesismaps.Whatfollowsisanoutlineofaspectsofthissyntheticmapformulation,highlightingtheapproaches,process,andelementsthroughapplicationexamples. Te h i ues ithi the Basi Method Studiopracticesemphasizeanumberofdifferentactivitiesthatcanbeproposedasstartingpointsinthesynthesismapprocess.Thefollowingtechniquesareinrelativeorderoftheirsignificancetothereasoningandearlyproductionofiterativesystemmappingforsynthesismapconstruction. . Synthesismapsareofteninitiatedasprojectsbasedonawickedproblemoftopicofauthenticconcerntothegroupthatproceeds,withorwithoutaccesstostakeholders.)nstudios,teamsconductandaggregateappropriateresearch,performanalysisandsummarizeknowledge.Thisisoftenbasedontheevidencefromstakeholderanalysis.)terationsofstakeholderanalysisofprimary direct ,indirect,institutional,andsocial community stakeholdersareconductedtoidentifythesocialactorsinthesocialsystem.. )ncourseworkweoftenlinkthesynthesismapprojecttoanother,research‐basedcoursethataffordsaccesstostakeholdersandparticipantsforinterviews,observations,experts,andrigorousinquiryintotheproblemdomain.Aresearchquestionorproblemstatementmightdrivethemappingprocessinthiscase.Thishelpsdefinetheprojectscopeandsystemboundariesofthesocialsystemorservice.. Therefollowsaniterativeunpackingofbundledsubsystemsandrelationships.Mapsoftendevelopaconfigurationofthefunctions,structuresandprocesseswithinadefinedsystemboundary.Clarificationofthesystempurposeandcontextsistypicallyformedasanemergentprocessinsuccessivemappingiterations.Thesystemboundaryisinterrogatedinstudiobaseddiscussionstoidentifythebestframingforcontinuingwithsystemmapping.. Preferredsystemmappingformalismsareoftenintroducedtoconstructsystembehaviorsand proposals forproblematicsandregularitiesinasocialsystem.Systemigrams,causalloopdiagrams,influencemaps,richpicture,iterativeinquiry,processflows,panarchy,ecologicalsystemmapsandothersareemployedtorepresentappropriatesystemrelationships.. Atthesametime,teamsareencouragedtoorganicallyexploreandvisuallyrepresentthesalientandtheoreticallysignificantaspectsofasocialsystem.Stakeholdertables,organizationalbreakdowns,architecturalmaps,structuralandprocessviewsarecomposedtorepresentwholesandpartsinrelationtoeachother.. Anabductiveprocessofrepresentation,reasoning,testing,andre‐representationispromoted.Studentsarenotalwaysabletogainaccesstoappropriateexpertsorthefieldtoassesstheirhypothesesandemployavisualreasoningandsimulationprocesstoevaluatethefitofconceptsandsystemproposals.. Completemapvisualizationistypicallydoneclosetothepointofversioncompletion.Visualmetaphorsaresketchedandconsideredforbringingthemaptolife.Narrativeproposalsaretestedagainstthemapandgapsareidentifiedfromthenarrativeorprocessflows.. Manysynthesismapsareformedwithdefinitivetimelinesortemporalmodelsoverlonghorizons.Thelonghorizonmapsgenerallyintegrateforesightmodelsintothesystemframework.Three(orizonsCurryand(odgson, ,roadmapsandoutcomemapsareoftenusedtoelaborateanticipatorymodelsintothesystemview.. Whilesomesynthesismapsidentifyinterventionsearlyinthecycleofdesign,mostteamscompleteasignificantversionofthemap,reachingapointofsharedunderstandingandanarrativebeforedefiningoptionsforsystemicdesigninterventionandchangeproposals.


Cou se‐Based Map Case AnexemplarysynthesismaprepresentingtheprocessandproductoftheOCADUcourseispresentedinFigure ,theBiomimeticEconomymapdevelopedbyastudentteam,afutures‐basedsystemmodelsubsequentlypresentedatRSD Church,Benifand&Ahmed, .Figure4.TheBiomimeticEconomy.WithpermissionfromChurch,Benifand&Ahmed ,Theproceedingspapersupportingtheposterpresentationdescribesthelargemapanddiscussesthefunctionsofhumaneconomiesrelevanttoanddrawingfromthreenaturalsystemecologicalregimes.Theleftofthemappresentsakindoflegendofthesixdesignprinciplesforbiomimicryrelevanttoeconomicfunctions–resilience,optimizing,adaptive,systemic,value‐based,andlife‐supporting.Thebottomofthemappresetsalong‐horizontimeline,atypicalorganizingfeatureinsynthesisandG)GAmaps,hererepresentingtherelativeperiodofcenturiesextendingoveraThree(orizonsmodelofthreeeconomicmodes,basedontheprinciplesofecologicalsuccession:

Type)system Current,(orizon ,rapidgrowthcyclestocapitalexhaustion,representedasS‐curves,anunsustainablelineargrowthmodel. Type))system (orizon ,operatingnearthecarryingcapacityoftheeconomy,representedasapanarchycycleofgrowththatexpandstoanasymptote,retractsandreorganizes. Type)))system, (orizon ,characterizedbyaproposedcomplexcontinuouscyclesustainedwithoutcapitalgrowth,similartoanoldgrowthforestecosystem.Multipleembeddedcausalloopsnarratethedynamicsofeachsystemandtheirtransitions.Thecentralcyclicimagerepresentstheemergenceofacirculareconomy,usingJaneJacobs’ model,transitioningfromgrowthenterprises e.g.)BM tothe emergencyadaptations ofemergingsharingeconomyfirms,andthen proposed asshiftingtotruecirculareconomicmodels.


Sy thesis Map Case Study – Ca e Resea h )narecentlypublishedmedicaljournalarticle Jones,Shakdher,Singh, wereportedanOCADUniversitycollaborationwithamulti‐yearC)(Rstudy,Can)MPACT.Basedonqualitative,administrativedata,physicianandpatientinterviewsandcancerstatistics,Can)MPACTwasafirst‐everstudyoftheefficacyandimprovementopportunitiesfortheCanadiancancertreatmentsystem,withaspecialfocusonprimarycare.Twosynthesismapsweredeveloped.Theclinicalsystemmap Figure ,CancerCarePathwaysinCanadian(ealthcare,wasalarge‐scaleprocessandsystemmapoftheclinicalsystemsofcareacrossCanadadesignedtocommunicatethefindingsfromtheCan)MPACTstudy.Asecondsynthesismap‐TheClinicalMap Figure visuallyrepresentsbreastandcolorectalcancerprocessesacrossCanadianprovincialandterritorialsystems.Aroadmapmetaphorillustratesasystem‐wideviewofpatientflowacrossthestagesofcancercare.Green roadsigns identifyclinicalcancerstagesacrosstheroadmap:Pre‐Diagnosis,Peri‐Diagnosis,Diagnostic)nterval,Diagnosis,Treatment,Rehabilitation,AfterCare,andSurvivorship withPalliativeCareexpressedasanendpoint .Thevisualmetaphorofseasonaltreesvisuallyconnectsthesestagestothepatient’scancerjourneyfrompre‐diagnosis summer throughtreatment winter ,followedbynewgrowth spring insurvivorship.Figure5.CanIMPACTClinicalSynthesisMap.©2016OCADUStrategicInnovationLab.


Thelevelsofprimary,secondaryandtertiarycareguidetheverticaldimension.)nformationandcommunicationstechnologyreachesacrosslevelsandstages,butisshowndisconnectedfromprimarycare.Theroad‐likepathwaysarecolour‐codedwhereexpertsdifferentiatedcarepathwaysbetweenbreastcancer pink andcolorectal blue .Wherenotdistinguished white ,thepathwaysindicatecurrentpracticessharedacrossthecancerjourneys.Yellownavigationsignsindicatecancereventsacrossprimarycarepathways.StartingwithPreventionandendingwithLong‐termCare,theseeventsshowpointsforprimarycarecontinuityduringcancertreatment.Aparallelpathbelowthestagesindicateswheresomepatientsmayalsoemploycomplementaryoralternativetherapies.Significantareasofcomplexitygeneralizedacrosscancercarearerevealedinperi‐diagnosisandthediagnosticintervalpathways.Apatientcanbescreen‐detected andthenpresenttoafamilyphysician,showninthebreastcancerpathway ormaybeinitiallydiagnosedinprimarycare whitepathway .Thecircularpathwaysinthediagnosticcyclesuggestmultiplepossibletestswithinprimarycare.Withaprimarycarediagnosis,patientsarereferredandflowtosecondary/tertiarycancercare.Thestagesofintake,biopsy,pathology,andconfirmeddiagnosisareshown,andthecomplexpathwaysofcancertreatment,shownonthemapinatypical notdefinitive orderofsurgery,radiation/chemotherapy,andcontinuingtreatmentthroughassessmentofoutcome.Figure6.CanIMPACTPatient‐CentredSynthesisMap.©2016OCADUStrategicInnovationLab.


Co lusio s Wepresentadescriptionofsynthesismapsasdevelopedandtaughtinaleadinguniversitydesignpractice.Synthesismaps,originallybasedonSevaldson’sG)GAmappingprocess,canincludeawiderangeofsystemmapsformsandtypes,toodiversetobefullypresentedinaproceedingspapers.TheprimarydistinctionbetweensynthesismapsandG)GAmapsistherelianceonevidenceandstructuredsystemmapsusedinthesynthesismaps,drawnintothemappingprocesstosupportthesystemsthinkingpedagogyoftheassociatedcoursepractice,Aswithanysystemmap,theprimarypurposeofthevisualmethodistocommunicateaconsensusmodelofasystemofconcerntostakeholdersandinformedaudiences.Thesynthesismaphassignificantpotentialasadesignartifacttoexplainandproposethroughvisualcompositiontheemergingproblemsandregularitiesasnarrativesentailedinacomplexsocialsystem.Theopen‐endedvisualmodelingapproachprovidesexpandeddegreesoffreedomforsystemdefinitionandintervention,enablingthesynthesismapstobeemployedinawidevarietyofapplicationsandmulti‐stakeholderproblems.Refe e es . Blair,C.D.Boardman,J.T.&Sauser,B.J. .Communicatingstrategicintentwithsystemigrams:Applicationtothenetwork‐enabledchallenge.SystemsEngineering,10 , ‐ .. Braun,W. .Thesystemarchetypes.System,27.. Bronfenbrenner,U. .Theecologyofhumandevelopment.Experimentsbynatureanddesign.Cambridge,MA:(arvardUniversityPress.. ChecklandP. .SystemsTheory,SystemsPractice.Chichester,UK:JohnWiley&Sons.. Checkland,P.,&Poulter,J. .Softsystemsmethodology.)nSystemsApproachestoManaging

Change:APracticalGuide pp. ‐ .SpringerLondon.. Church,R.,Benifand,K.&Ahmed,N. .Reimaginingthefuture:Thebiomimeticeconomy.)nProceedingsofRSD3,ThirdSymposiumofRelatingSystemsThinkingtoDesign.Oslo,Norway:OsloSchoolofArchitectureandDesign,October ‐ , .. Curry,A.,&(odgson,A. .Seeinginmultiplehorizons:Connectingfuturestostrategy.JournalofFuturesStudies,13 , ‐ .. Gharajedaghi,J. .Systemsthinking:Managingchaosandcomplexity:Aplatformfordesigningbusinessarchitecture.Elsevier.. Gunderson,L.(.,&(olling,C.S. .Panarchy:Understandingtransformationsinsystemsofhumansandnature.)sland,Washington.. (orn,R.E. .VisualLanguage:Globalcommunicationforthe21stcentury.Bainbridge,WA:MacroVUPress.. Jacobs,J. .Thenatureofeconomies.NewYork:Random(ouse.. Jones,P.(. .Systemicdesignprinciplesforcomplexsocialsystems.)nG.Metcalfe Ed. ,SocialSystemsandDesign.pp. ‐ .SpringerJapan.. Jones,P.(.,Shakdher,S.&Singh,P. .Synthesismaps:VisualknowledgetranslationforCan)MPACTclinicalsystemandpatientcancerjourneys.CurrentOncology inpress .. Meadows,D.(.&Wright,D. .Thinkinginsystems:Aprimer.ChelseaGreenPublishing.


. Midgley,G.,Cavana,R.Y.,Brocklesby,J.,Foote,J.L.,Wood,D.R.,&Ahuriri‐Driscoll,A. .Towardsanewframeworkforevaluatingsystemicproblemstructuringmethods.EuropeanJournalofOperationalResearch,229 , ‐ .. Norman,D.A.,&Stappers,P.J. .DesignX:ComplexSociotechnicalSystems.SheJi:TheJournalofDesign,Economics,andInnovation,1 , ‐ .. Novak,J.D.,&Canas,A.J. .Theoreticaloriginsofconceptmaps,howtoconstructthem,andusesineducation.ReflectingEducation,3 , ‐ .. Senge,P.M. .Thefifthdiscipline.MeasuringBusinessExcellence,1 , ‐ .. Sevaldson,B. .Gigamapping:VisualizationforComplexityandSystemsThinkinginDesign.Nordes,4.(elsinki:NordicDesignResearchConference.. Warfield,J.N.&Staley,S.M. .Structuralthinking:Organizingcomplexitythroughdisciplinedactivity.SystemsResearchandBehavioralScience,13 , ‐ .

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