This paper addresses the assessment questions of the Understanding systems module of BSc. Computing (Information Management) of Anglia Ruskin University

1. COURSE NAME: BSc Top Up Computing (Information Management)
MODULE NAME: UNDERSTANDING SYSTEMS (ARUBSCL6004)
WORD COUNT: 2,954

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Executive Summary
“In the most basic sense, a system is any group of interacting, interrelated, or
interdependent parts that form a complex and unified whole that has a specific
purpose.” (Kim, 1999, p.2)
In this assignment I am going to be focusing on identifying, describing the purposes of possible
systems from our case study and analysing them using models. I will be identifying possible
stakeholders and stakeholder groups and their possible perspective. I will also be discussing the
strengths and weaknesses of the roles models play in systematic analysis.
And finally, I will compare the statements in the paper by Jotin Khisty, Soft Systems Methodology as
learning and management tool with respect to Urban planning and Transportation and determine if
they hold true for the educational establishment development and planning area.
Case Study: The Rehoboth National Private School
Rehoboth is a small town in Namibia (yes it does exist but the case study is based on a fictional school.
It is however typical of schools in the region. It has classrooms and hostel dormitories as most
students live too far away to walk to school and transport is not available.) The Rehoboth National
Private School is a publicly owned and administered School that provides school services for a
population of 200,000 people. The school reports to the Regional Education Authority. The Regional
Education Authority then reports to the National Education Service Chief Executive and the Chief
Executive reports to the Government Minister of Education. The Rehoboth National Private School is
managed by an executive board which has roles such as chief executive, finance director; education
director and Teaching director, there are also two representatives of the community.
The School has eight hostel rooms each with twenty beds; it operates a canteen for the hostel and has
a Warden and a sick bay. It has eight beds.
The School provides a full range of educational services, e.g. a library and sports facilities.
It also has a restaurant for day school attendees who do not stay in the hostel. Lunches and snacks
only are served there.
There are various groups of staff employed by the school, department heads, teachers, a nurse,
cleaners, and catering.
The budget for the School is allocated by the Government directly to the School. To stand still and to
continue providing the existing services the School budget needs to increase by 4% per annum, the
drivers for this continual increase are the increase in the population and the cost of new school
equipment and books. The Government has instructed the School to reduce its budget by 2% per
annum for the next three years.
The Government also sets the School targets in many areas which are measured and reported upon.
Examples of these targets are: admissions, new students to the School should be interviewed within
four weeks, waiting times for examination results should be no longer than six weeks.
The School has relationships with a number of suppliers of books, education equipment and staffing
agencies who provide teachers at short notice.
The School also has links and relationships with a number of community education agencies.

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1.0 IDENTIFYING THE SYSTEMS OF INTEREST TO ME IN THE CASE STUDY
Kim (1999, p.2) further states that, “The key thing to remember is that all the parts are interrelated
and interdependent in some way. Without such interdependencies, we have just a collection of parts,
not a system.”
From our case study, we find that the School has hostel rooms with beds, operates a canteen, a sick
bay and has a Warden. These are parts that are interrelated and interdependent in order to achieve a
specific purpose, which is to adequately cater for the wellbeing and safety of the students. This
creates a possible system that I will like to identify as a Student Welfare System.
As stated in the case study that due to constant rise in population and increase in the cost of school
books and equipment, the school requires an increase in its budget in order to be functional and
maintain the provision of its existing services. Also, the school receives its budget directly from the
government in order to carry out is services. The parts or elements identified in this case study are the
budget received from the government, increase in population and cost of school books and
equipment, the need for an increase in budget and the instruction from the government to reduce the
budget for the next three years. These elements are interdependent and need to be structured or put
in proper order so as to achieve a purpose, which is for the school to stay functional and maintain the
provision of its existing services. This also forms a possible system identified as a Budget System and
can also be referred to as a Budgetary planning and control System.
Seeing that the government has set targets for the school in the area of admissions and enrolment, it
creates a need for elements/activities to be organized for a purpose, which is to create an effective
admissions/enrolment process. This also creates a possible system of Admissions/Enrolment.
Based on the definition of a system (Kim, 1999, p.2), I have identified three possible systems of
interest to me from the Rehoboth National Private School case study, which are:
a. Student welfare system
b. Budgetary planning and control system
c. Admissions/enrolment system
1.1 THE PURPOSE OF THE SYSTEMS IDENTIFIED ABOVE
The purpose defines the system and the elements or parts of the system are structured in order to
deliver a specific set of goals and objectives. These goals and objectives are shaped by or derived from
the purpose of the system. In a nutshell, the purpose of a system is what it does (POSIWID) (Wikipedia,
2014).

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a. Student welfare system:
“Welfare provides assistance to individuals and families through programs such as
health care, food stamps, unemployment compensation, housing assistance and
child care assistance.” (Investopedia, 2010).
In describing the purpose of the welfare system of the school, it is important to identify the elements
or parts that will be structured together to achieve the goals and objectives of the system and
eventually fulfil the purpose of the system.
Elements of the welfare system of The Rehoboth National Private School
- The school
- Hostel rooms with beds
- Canteen for the hostel residents
- Warden
- Sickbay
- Restaurant for day school attendees
- The students
The Purpose:
The welfare system in the school is a system to provide secure and comfortable accommodation, food
and nutrition, and basic healthcare services to the students and to maintain law and order in the
hostel area.
b. Budgetary planning and control system:
It is also important to identify the elements that exist to form the budgetary planning and control
system or the budgeting system.
The elements of budgetary planning and control system are:
- Budget
- Budget planning
- Budget control
In defining the purpose of this system we will need to define the individual elements of the system
and their objectives.
The first element here is a budget. A budget is required by the school to be able to stand still.
According to (Food and Agricultural Organization of the United Nations, 2015), a budget is a formal
statement of the financial resources set aside for carrying out specific activities in a given period of

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time. Or ‘a quantified plan of action relating to a given period of time’ (Professional-
edu.blogspot.com, 2012). It also helps to coordinate the activities of the organization.
For the school to stand still it requires a 4% annual increase in its budget. And this is due to increase in
population and cost of new school books and equipment.
Also, the government has instructed the school to reduce its budget by 2% annually for the next three
years.
All these conditions call for budgetary planning and control system in order for the school to meet its
goals and objectives of standing still and continuing to provide the existing services.
The second element budget planning is the process of preparing detailed, short-term plans for all the
functions, departments and activities of the organisation. It is important that the short-term plans and
objectives that make up the budget are related to the long-term plan and objectives of the
organisation. The budget may be drawn up by preparing an overall budget for the organisation which
is then broken down into more detailed budgets for the different parts of the organisation [the top-
down approach] or by devising budgets for the various parts of the organisation and then bringing
them together to build up the overall budget [the bottom up approach] (Staffordshire University,
2015?). This budget plan will make provisions for the expenses that will be incurred due to the
increase in population and cost of new school books and equipment.
And the third element budget control is a system which uses budgets as a means of controlling the
activities of the organisation. It has three main aspects:- Planning, Co-ordination, and Control
(Staffordshire University, 2015?).
The purpose:
The budgetary planning and control system for the school is to plan, co-ordinate and control the
budget/resources available to the school and create a performance evaluation in order to ensure that
the school stands still and continues to provide its existing services, while maintaining a reduces
budget of 2% per annum for the next three years as per the government’s instruction. In a nutshell,
the purpose of this system is to forecast income and expenditure to make informed decisions and
monitor performance.
c. Admissions/enrolment system:
In describing the purpose the admissions/enrolment system, it is also important to identify the
elements of this system.
The key elements of the Admissions and enrolment system are:
- Student application
- Admission requirements/criteria

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- Application dead line
- Selection process and time
- The decision
- Enrolment
These elements put together or organized deliver the goals and objectives of the
admissions/enrolment system.
The purpose:
The purpose of the admissions/enrolment system of the school is to enable to school enrol the best
qualified and suitable students into the school using efficient and reliable processes.
1.2 THE WELFARE SYSTEM COMPONENTS
In this section we will describe the system components of the Welfare system identified in our case
study. These components are the properties of all systems (Cook, 2015).
The components that we will look at are: input/output, transformation, feedback, boundary,
environment, hierarchy.
Input / Output
The inputs will be:
- The school
- The hostel infrastructure
- The Students
- The Warden & hostel staff
- Financial resources
- Physical location
The outputs will be:
- Comfortable & conducive accommodation
- Safe environment
- Healthy students
- Law & Order
- Warden & hostel support staff
Transformation
The transformation process describes what the system does to the inputs in order to convert them
into outputs (Karve, 2010). Transformation process takes in the students are admitted into the hostel

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and they are provided with rules/guidelines to follow with regards to their conduct in the hostel in
order to have a comfortable and safe environment. The transformation component also takes in the
Warden and the hostel support staff and they monitor and enforce the rules/guidelines laid down by
the school to maintain order and run the welfare system effectively.
Feedback
The feedback component provides a mechanism for the effect of the outputs on the environment to
be reported back to the system. This feedback will enable the system to manage itself so that it
remains in a state of dynamic equilibrium (Cook, 2015).
In our case the feedback will be:
- Hostel standard
- Student satisfaction
- Student state of health
- Costs
Boundary
Since the boundary defines the limits of the system (Cook, 2015), we will define the boundary as
follows:
- The day students – will be outside the system as they are not catered for by the hostel
infrastructure
- The boarding students – will be inside the system
- The Warden and hostel support staff – will be inside the system
- The hostel infrastructure that supports the students will be inside the system
- The school executive board will be outside the system in the environment
- The parents will be outside the system
Environment
In this case study the environment will be defined by the school, the students, the hostel
infrastructure, the school executive board, the financial resources available, and the warden and
support staff.
Hierarchy
The student welfare system consists of the following hierarcy/sub-systems:
- Hostel Infrastructure
- Health Care system
- Monitoring system

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1.3 VISUAL MODEL OF THE STUDENT WELFARE SYSTEM
2.0 CATWOE AND A ROOT DEFINITION OF THE STUDENT WELFARE SYSTEM
According to Karve (2010), “A Root Definition is a structured description of a system. It is a clear
statement of activities which take place (or might take place) in the organisation being studied” and
that a properly structured root definition comprises three elements: what, how, why.
He further states that CATWOE is a mnemonic which helps identify and categorize all stakeholders
[people, processes, environment, entities] of the System being analysed for formulating the Root
Definition.

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CATWOE MODEL OF THE STUDENT WELFARE SYSTEM
CUSTOMERS: Students
ACTORS: The school executive board, the Warden and Hostel support staff
TRANSFORMATION: Transformation process takes in the students into the hostel and they are
provided with rules/guidelines to follow with regards to their conduct in the hostel in order to have a
comfortable and safe environment. The transformation component also takes in the Warden and the
hostel support staff to monitor and enforce the rules/guidelines laid down by the school to maintain
order and run the welfare system effectively.
WELTANSCHAUUNG or WORLD VIEW: The welfare system in the school is a system to provide secure
and comfortable accommodation, food and nutrition, and basic healthcare services to the students
and to maintain law and order in the hostel area.
OWNERS: The School’s Executive Board, Regional Education Authority
ENVIRONMENT: The financial resources available, quality standards and requirements.
A ROOT DEFINITION OF THE STUDENT WELFARE SYSTEM
The student welfare system is a system to provide secure and comfortable accommodation, food and
nutrition, and basic healthcare services to the students and to maintain law and order in the hostel
area by taking in the students into the hostel and providing them with rules/guidelines to follow with
regards to their conduct in the hostel in order to have a comfortable and safe environment, and also
taking in the Warden and the hostel support staff to monitor and enforce the rules/guidelines laid
down by the school to maintain order and run an effective welfare system to cater for the students.
3.0 POSSIBLE STAKEHOLDERS AND STAKEHOLDER GROUPS FOR THE REHOBOTH NATIONAL
PRIVATE SCHOOL AND THEIR POSSIBLE PERSPECTIVE
Government - Will have a perspective on its performance and the role it plays in the education system
Executive Board – can have perspective on the academic curriculum, the school calendar, the
teachers and support staff and students performance and the cost of running the school
Teachers – teachers can have perspective on the performance of the students
The Students – students can be happy with the academic system, or may be finding it difficult to
integrate into the system, are studying to gain knowledge for an invention or innovation.
Community representatives – will have perspective on its performance, its role in community
development, the teachers and the students.
Suppliers – will have possible perspective on the school’s financial capability.

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Staffing agencies – can have perspective on the school’s recruitment policies.
4.0 STRENGTHS AND WEAKNESSES OF THE ROLE MODELS PLAY IN A SYSTEMIC ANALYSIS
In this section, I will be discussing the strengths and weaknesses of the role models play in relation to
software development.
In the International Journal of Advance Research in Computer Science and Management Studies,
Shikha (2014, pp.238-240) discussed the strengths and weaknesses of the Software Development Life
Cycle Models used in software development. His discussion is detailed in the table below.

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(Shikha, 2014)

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5.0 IS A SOFT SYSTEM METHODOLOGY (SSM) APPLICABLE TO EDUCATIONAL ESTABLISHMENT
DEVELOPMENT AND PLANNING?
SSM can be applied to all areas of planning, in the public or private sector, where human beings are
operating in social roles trying to take purposeful action (Checkland and Scholes, 1990 cited in Khisty,
1995, p.92).
According to Khisty (1995, p.94), like in all urban-planning problems it is almost impossible to start the
analysis by naming the system and defining its purpose. It can therefore be described as an ill-
structured problem, and SSM is an inquiry system for tackling ill-structured problems.
However, in determining if SSM is application to educational establishment development and
planning, we will need to produce a CATWOE and root definition of the system to find out if its
characteristics are similar to transportation planning situation included in the paper.
CATWOE
CUSTOMERS: Students, potential employers
ACTORS: planning committee members, tutors and support staff, students
TRANSFORMATION: Transforming students into degree holders (graduates) and employable citizens
WELTANSCHAUUNG or WORLD VIEW: A Degree is a means of giving confidence to employers that the
degree holder holds a specified standard of skills in their area of qualification.
OWNERS: Government or Governing Body
ENVIRONMENT: The financial resources available, The Prescribed Educational, Academic, Quality,
Assessment and Accreditation Standards and Requirements.
ROOT DEFINITION
The educational establishment development and planning is a system that plans, control and manage
the educational system by producing qualified graduates in line with prescribed standards to give
assurance to employers tha the students have the necessary skills and expertise in their area of
qualification.
The key thing to note from the above is that political and social entities are involved in decision
making (Khisty, 1995, p.92) and therefore SSM is applicable to educational establishment
development and planning.

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Reference List
Checkland, P.B. and Scholes, J., 1990. Soft systems methodology in action. Chichester, Eng.: John
Wiley and Sons Inc.
Cook, D., 2015. Systems Concept, ARUBSCL6004 Understanding Systems. Anglia Ruskin University,
unpublished.
Food and Agricultural Organization of the United Nations, 2015?. Chapter 4 - Budgetary control.
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2015].
Investopedia, 2010. Social Welfare System Definition | Investopedia. [online] Available at:
<http://www.investopedia.com/terms/s/social-welfare-system.asp> [Accessed 11 Apr. 2015].
Karve, V., 2010. ROOT DEFINITION & CATWOE MODEL - Ethics Based Soft Systems Approach.
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Kim, D., 1999. Introduction to systems thinking. Westford, Mass.: Pegasus Communications, Inc.
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<http://www.umsl.edu/~sauterv/analysis/488_f01_papers/Hammer/term_paper_body.htm>
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<http://en.wikipedia.org/wiki/The_purpose_of_a_system_is_what_it_does> [Accessed 11 Apr.
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