Republic of the Philippines

Bulacan State University

Bustos Campus
Poblacion, Bustos, Bulacan

COLLEGE OF BUSINESS ADMINISTRATION

COURSE SYLLABUS
SYSTEMS THINKING
Second Semester, AY 2022 -2023

COLLEGE: College of Business Administration

Bustos Campus

DEPARTMENT: Financial Management

COURSE CODE: SMP 203

COURSE TITLE: Systems Thinking

FACULTY: Fernando F. Tadeo, IV

PRE-REQUISITE/S: SMP 103 – Service Culture

CONSULTATION HOURS: 1500H to 1700H, Mondays to Fridays

COURSE DESCRIPTION:
The course aims to prepare the student for the twenty-first century workplace
by building their foundation in systems thinking, enabling them to examine
business systems, identify the inter-dependencies of specific systems within an
organization and recommend suggestions to improve systems performance
within organizations. It introduces students to concepts of system architecture
and system optimization, with the intent of developing the student’s analytical
skills in identifying and resolving issues in business systems.

University Vision
Bulacan State University is a progressive knowledge-generating institution,
globally recognized for excellent instruction, pioneering research, and
responsive community engagements.

Page 1 of 17
 University Mission
Bulacan State University exists to produce highly competent, ethical and
service-oriented professionals that contribute to the sustainable socio-
economic growth and development of the nation.

Core Values: SOAR BulSU!

S - Service to God and Community
O - Order and Peace
A - Assurance of Quality and Accountability
R - Respect and Responsibility

BulSU Ideal Graduates Attributes (BIG A)

The BulSU Ideal Graduates Attributes (BIG A) reflect the graduate’s capacity
as:
a. Highly and globally competent;
b. Ethical and service-oriented citizen;
c. Analytical and critical thinker; and
d. Reflective life-long learner.

Program Educational Objectives (PEO)

Bachelor of Science in Business Administration
major in Financial Management

Program Educational University Mission

Objectives (PEOs) BIG-a BIG-b BIG-c BIG-d

1. To equip the students with

globally competitive
Highly and
supervisory/managerial
globally
skills for various careers in competent
financial management and
related business fields.

2. To equip the students with

technical skills based on Highly and Analytical Reflective
analytical tools that are globally and critical life-long
necessary for effective competent thinker learner
financial decision making.

3. To capacitate the students

Analytical
to conduct business
and critical
research in financial thinker
management.

Page 2 of 17
 Program Educational University Mission
Objectives (PEOs) BIG-a BIG-b BIG-c BIG-d

4. To mold students’ Ethical and

character in adherence service-
ethical and professional oriented
standards. citizen

5. To conduct extension
service through technology Ethical and
Reflective
service-
transfer of good business, oriented
life-long
social responsibility, and learner
citizen
environment conversation.

PROGRAM OUTCOMES (PO)

On completion of the course, the student is expected to be able to do the
following pursuant to CHED Memorandum Order No. 17, s. 2017:

Program Educational Objectives

Program Outcomes
PEO1 PEO2 PEO3 PEO4 PEO5

1. Articulate and discuss the latest

developments in the specific field ✔ ✔ ✔
of practice.

2. Effectively communicate orally

and in writing using both English ✔
and Filipino.

3. Work effectively and

independently in multi-
disciplinary and multi-cultural ✔ ✔
teams.

4. Act in recognition of professional,

social, and ethical responsibility. ✔

5. Preserve and promote " Filipino

historical and cultural heritage"
(based on Republic Act No. ✔
7722).

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 Program Educational Objectives
Program Outcomes
PEO1 PEO2 PEO3 PEO4 PEO5

6. Perform the basic functions of

management such as planning,
organizing, staffing, directing and ✔
controlling.

7. Apply the basic concepts that

underlie each of the functional
areas of business (marketing,
finance, human resources
management, production and
operations management, ✔ ✔
information technology, and
strategic management) and
employ these concepts in various
business situations.

8. Select the proper decision-

making tools to critically,
analytically and creatively solve ✔
problems and drive results.

9. Express oneself clearly and

communicate effectively with
stakeholders both in oral and ✔
written forms.

10. Apply information and

communication technology (ICT)
skills as required by the business ✔
environment.

11. Work effectively with other

stakeholders and manage conflict ✔
in the workplace.

12. Plan and implement business

related activities. ✔

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 Program Educational Objectives
Program Outcomes
PEO1 PEO2 PEO3 PEO4 PEO5

13. Demonstrate corporate

citizenship and social ✔
responsibility.

14. Exercise high personal moral and

ethical standards. ✔

15. Analyze the business

environment for strategic ✔ ✔ ✔
direction.

16. Manage a strategic business unit

for economic sustainability. ✔ ✔ ✔

LEARNING OUTCOMES (LO)

On completion of the course, the student is expected to be able to do the
following:

BulSU Mission
Learning Outcomes
Elements

LO 1. Explain behavior of the system as a

whole: identify and explain behaviors,
goals, and/or problems within a system
from a wide, “big picture” view, rather
Highly competent than focusing on details.
professionals
LO 2. Identify and explain causality in a system
of multiple connected loops, and describe
how causes and effects repeat over a
period of time.

LO 3. Identify and clearly explain how and why

Ethical professionals specific short and long-term results occur
or may occur due to a specific action.

Page 5 of 17
 BulSU Mission
Learning Outcomes
Elements

LO 4. Foster passion in diagnosing and solving

multidimensional socio-economic
Service-oriented
problems that impact all spheres of the
professionals
organization, particularly economic
enterprises.

LO 5. Develop systemic interventions that

Professionals that address systemic problems resulting from
contribute to the patterns and trends (rules and practices);
sustainable socio- structures (organizational structure, laws,
economic growth and authority, relationships); and culture and
development of the nation mental models (beliefs, attitudes,
assumptions, way of thinking).

FINAL COURSE OUTPUT

As evidence of attaining the above learning outcomes (LO), the students are
required to accomplish and submit the following:

Course Outcome/s (CO) Required Output Due Date

Develop systemic 1. A causal loop diagram During the mid-

interventions that address that diagnoses the term
systemic problems systemic variables that examination
resulting from patterns result to specific current
and trends (rules and market problems
practices); structures
(organizational structure,
laws, authority, 2. A causal loop diagram During the final
relationships); and culture that addresses systemic examination
and mental models problems in the Philippine
(beliefs, attitudes, market system
assumptions, way of
thinking).

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RUBRIC FOR COURSE OUTCOMES

Novice Basic Proficient Advanced

5 points 10 points 15 points 20 points

Explains behavior of
Identifies and the system as a
Behaviors, goals, Identifies multiple
explains behaviors, whole: identifies and
Big Picture

problems, and/or parts of a system

goals, problems, explains behaviors,
events are isolated d and explains the
and/or relationships goals, and/or
etails within a basic details or
among parts within a problems within a
system; cannot functions of the parts
system as a series of system from a wide,
explain their and how they work
interrelated details or “big picture” view,
interrelationship. together.
events. rather than focusing
on details.
Interdependencies

Identifies and
Explains cause and
explains causality in
Identifies key terms effect as happening
Can only identify and a system
including “feedback in a circular
explain a single caus of multiple connecte
loop,” “reinforcing,” fashion. Explains con
e-and-effect loop in d loops. Describes
“balancing,” “cause,” nections between
a single system. how causes and
and “effect” key elements of a
effects repeat over a
system.
period of time.
Consequences

Identifies and clearly

Understands that Gives an example of Explains how actions explains how and
actions can affect how a specific action can create why specific short
what happens but can affect what consequences, both and long-term results
unable happens in the short- wanted and occur or may occur
to give specifics. term. unwanted. due to a specific
action.
Systems-as-Cause

Describes behaviors Recognizes and Identifies and

Describes behaviors in a system describes how a explains reasons
in a system as related only to system’s why specific
as unrelated to any specific parts of the organization creates behaviors result from
part of the system. system or individual its behaviors over the organization of a
events. time. system.

Page 7 of 17
GRADING SYSTEM

Elements Score

Attendance 10%

Participation/Recitation 20%

Projects, Outputs, and

20%
Activities

Quizzes 20%

Term Examinations 30%

Total 100%

Score (%) Grade

97-100 1.00

94 – 96 1.25

91 – 93 1.50

88 – 90 1.75

85 – 87 2.00

82 – 84 2.25

79 – 81 2.50

76 – 78 2.75

75 (Passed) 3.00

Conditional Passed 4.00

Failed 5.00

Incomplete INC.

Officially Dropped D

Unofficially Dropped UD

Failure due to
FDA
Absences

Page 8 of 17
LEARNING EPISODES

Learning
Topics Weeks Learning Activities
Outcomes

Orientation and Grouping Focused Instruction

Guided Instruction
LO1 Looking at Forest, Not on
the Trees 1 Collaborative Learning
(Productive Group Work)
- Linear Thinking
- Root Cause
Analysis

LO2 From Lines to Loops: Focused Instruction

Thinking Systemically
Guided Instruction
- Cause and Effect
Correlation Collaborative Learning
- Systemic Impact of (Productive Group Work)
Covid-19
2 to 3
- Problem Tree
Debriefing
- Differentiating Set
and System
- Introduction to
Causal Loop
Diagram

LO4 Rewiring Our Brains Focused Instruction

- Enemies of Guided Instruction

Systems Thinking 4
- Principles of
Systems Thinking
- Systemic Behavior

LO1, LO2, Speaking in Systems Focused Instruction

LO3
- Systems and Sub- Guided Instruction
systems
- Systemic Goals 5 Independent Learning
- Systems Thinking (Formative Test)
Visual Language
- Interconnecting
Variables

Page 9 of 17
 Learning
Topics Weeks Learning Activities
Outcomes

Full Plate

- Visual Sentence
Structure

LO1, LO2, Feedback Focused Instruction

LO3
- Reinforcing Loop Guided Instruction
6
- Balancing Loop
Independent Learning
(Formative Test)

LO1, LO2, Looking Underneath the Focused Instruction

LO3 Iceberg
Guided Instruction
- Iceberg Model
o Event Level
o Pattern 7
Level
o Structure
Level
o Mental
Model Level

LO1, LO2, Mid-Term Presentation Oral and written presentation

LO3, LO4, 8 of course outcome
LO5

LO1, LO2, Pivotal Episode Focused Instruction

LO3, LO4
- Critical Juncture Guided Instruction
Framework
- Path Dependence
9
Theory
- Parallelizing the
Critical Juncture
Framework with
the Iceberg Model

Page 10 of 17
 Learning
Topics Weeks Learning Activities
Outcomes

LO1, LO2, Systems Archetypes Focused Instruction

LO3, LO4
- Time Delay Guided Instruction
- Tragedy of the
Commons Independent Learning
- Fixes that Backfire (Formative Test)
- Drifting Goals
- Growth and 10 to 13
Underinvestment
- Limits to Success
- Shifting the
Burden
- Success to the
Successful
- Escalation

LO4, LO5 Leverage Points and Focused Instruction

Interventions
Guided Instruction
14 to 15
- Leverage Points
and Intensities Independent Learning
(Formative Test)

LO1, LO2, Final Presentation Oral and written presentation

LO3, LO4, 16 of course outcome
LO5

Page 11 of 17
REFERENCES

Amadei, B. (2015). A Systems Approach to Modeling Community Development

Projects. New York: Momentum Press Engineering.
Beyne, J. (2020, May 7). Systems thinking in times of coronavirus: How companies
and organizations can best prepare for the future. Retrieved from Antwerp
Management School: https://blog.antwerpmanagementschool.be/en/systems-
thinking-in-times-of-coronavirus
Cambridge University Press. (2020). band-aid solution. Retrieved from Cambridge
Advanced Learner's Dictionary & Thesaurus:
https://dictionary.cambridge.org/us/dictionary/english/band-aid-solution
Capoccia, G. (2016). Critical Junctures. In O. Fioretos, T. G. Falleti, & A. Sheingate
(Eds.), The Oxford Handbook of Historical Institutionalism. Oxford University
Press. doi:10.1093/oxfordhb/9780199662814.013.5
Chappelow, J. (2019, September 29). Law of Supply and Demand. Retrieved from
Investopedia: https://www.investopedia.com/terms/l/law-of-supply-
demand.asp
Collier, D., & Munck, G. L. (2017). Introduction to Symposium on Critical Junctures and
Historical Legacies – Building Blocks. Qualitative & Multi-Method Research,
15(1), 2-9.
Creatively. (2020). Conceptual Framework Examples. Retrieved from Creatively:
https://creately.com/usage/conceptual-framework-examples-
templates/#:~:text=A%20conceptual%20framework%20is%20an,that%20nee
d%20to%20be%20studied.
Dayrit, M. M., Dayrit, M. M., Lagrada, L. P., Picazo, O. F., Pons, M. C., & Villaverde,
M. C. (2018). The Philippines Health System Review. (W. Patcharanarumol, &
V. Tangcharoensathien, Eds.) Health Systems in Transition, 8(2).
Editors of Merriam-Webster Dictionary. (2020). system. Retrieved from Merriam-
Webster: https://www.merriam-webster.com/dictionary/system
Emergency hospital during influenza epidemic. (1918). (N. M. Medicine, Compiler) Otis
Historical Archives. Retrieved from
https://www.flickr.com/photos/medicalmuseum/3300169510/
Gealogo, F. A. (2009, June). The Philippines in the World of the Influenza Pandemic
of 1918-1919. Philippine Studies, 57(2).
Hayes, A. (2020, April 7). Purchasing Power. (M. J. Boyle, Editor) Retrieved from
Investopedia: https://www.investopedia.com/terms/p/purchasingpower.asp
History.com Editors. (2009, November 9). Domino Theory. Retrieved from
History.com: https://www.history.com/topics/cold-war/domino-theory
Jurado, E. (2016, December 7). Why Martial Law was declared. Manila Standard.
Retrieved from https://manilastandard.net/mobile/article/223396
Kay, J. A., Poole, K. E., Due, J. F., Lindbeck, A., & Morris, C. N. (2018). Government
budget. In Encyclopædia Britannica. Encyclopædia Britannica, Inc.

Page 12 of 17
Keefer, E. C., & Lawler, D. J. (Eds.). (2006). Memorandum of Conversation. Foreign
Relations of the United States, 1969–1976, Volume XX, Southeast Asia, 1969–
1972. Washington: United States Government Printing Office. Retrieved from
https://history.state.gov/historicaldocuments/frus1969-76v20/d233
Kenton, W. (2020, July 1). Distribution Channel. (A. Drury, Editor) Retrieved from
Investopedia: https://www.investopedia.com/terms/d/distribution-channel.asp
Kenton, W. (2020, February 10). Price Controls. Retrieved from Investopedia:
https://www.investopedia.com/terms/p/price-controls.asp
Long, J. D., & Jesus, V. D. (1919). Annual Report of The Philippine Health Service,
Fiscal Year 1918. Manila: Department of Public Instruction, Philippine Health
Service.
Managing Research Library. (2020). Stocks and Flows. Retrieved from Managing
Research Library: https://managingresearchlibrary.org/glossary/stocks-and-
flows-
diagram#:~:text=With%20stocks%20and%20flows%20there,increase%20or%
20decrease%20over%20time.
McLeod, S. (2019). What are Independent and Dependent Variables? Retrieved from
Simply Psychology: https://www.simplypsychology.org/variables.html
Meadows, D. H. (1999). Leverage Points: Places to Intervene in a System. Hartland:
The Sustainability Institute.
Richmond, B. (1994). Systems thinking/system dynamics: Let's just get on with it.
System Dynamics Review, 10(2-3), 135-157.
Rogers, K. (2020). 6 Principles of Systems Thinking. Retrieved from bigThinking:
https://bigthinking.io/6-principles-of-systems-thinking/
Sciskalová, M., & Münster, M. (2014). Definition and Characteristics of State Aid.
Procedia - Social and Behavioral Sciences.
Senge, P. M. (1994). The Fifth Discipline: The art and practice of the learning
organization. New York: Currency Doubleday.
Senge, P., Smith, B., Kruschwitz, N., Laur, J., Schley, S., & Brealey, N. (2008). The
Necessary Revolution (How Individuals and Organizations Are Working
Together). Penguin Ramdom House.
Stroh, D. P. (2015). Systems Thinking For Social Change, A Practical Guide to Solving
Complex Problems, Avoiding Unintended Consequences, and Achieving
Lasting Results. White River Junction, Vermont: Chelsea Green Publishing.
Sweeney, L. B., & Meadows, D. (2010). The Systems Thinking Playbook.
https://www.researchgate.net/figure/The-Iceberg-Model-of-
analysis_fig2_324971425: Chelsea Green Publishing. Retrieved from
https://www.researchgate.net/figure/The-Iceberg-Model-of-
analysis_fig2_324971425

Page 13 of 17
The Editors of Byju's. (2020). Meaning of Economic and Non-Economic Activities.
Retrieved from Byju's: https://byjus.com/commerce/meaning-of-economic-
and-non-economic-
activities/#:~:text=What%20are%20Economic%20Activities%3F,or%20utilisin
g%20products%20or%20services.
The Editors of IFPRI. (2020). Food Security. Retrieved from International Food Policy
Research Institute: https://www.ifpri.org/topic/food-security
The Editors of the Economic Times. (2020). Definition of 'Stimulus Package'. Retrieved
from The Economic Times:
https://economictimes.indiatimes.com/definition/stimulus-
package#:~:text=Definition%3A%20Stimulus%20package%20is%20a,country
%20from%20a%20financial%20crisis.&text=These%20measures%20were%2
0taken%20by,and%20stimulate%20the%20Indian%20economy.
The Editors of the Oxford Business Group. (2020). Education reform in the Philippines
aims for better quality and more access. Retrieved from Oxford Business
Group: https://oxfordbusinessgroup.com/overview/thorough-examination-
substantial-reform-has-brought-it-variety-challenges
Tria, J. Z. (2020). The COVID-19 Pandemic through the Lens of Education in the
Philippines: The New Norma. International Journal of Pedagogical
Development and Lifelong Learning.

SUGGESTED READINGS AND RESOURCES

Collier, D., & Munck, G. L. (2017). Introduction to Symposium on Critical Junctures and
Historical Legacies – Building Blocks. Qualitative & Multi-Method Research,
15(1), 2-9.
Meadows, D. H. (1999). Leverage Points: Places to Intervene in a System. Hartland:
The Sustainability Institute.
Stroh, D. P. (2015). Systems Thinking For Social Change, A Practical Guide to Solving
Complex Problems, Avoiding Unintended Consequences, and Achieving
Lasting Results. White River Junction, Vermont: Chelsea Green Publishing.
Sweeney, L. B., & Meadows, D. (2010). The Systems Thinking Playbook.
https://www.researchgate.net/figure/The-Iceberg-Model-of-
analysis_fig2_324971425: Chelsea Green Publishing. Retrieved from
https://www.researchgate.net/figure/The-Iceberg-Model-of-
analysis_fig2_324971425

INSTRUCTIONAL MATERIALS
1. Slides, laptop, projection device
2. Handouts, both digital and in-print
3. Writing implements

Page 14 of 17
CLASSROOM POLICIES

1. On digital communication
1.1. Personal messages via Messenger will be archived.
1.2. All issues should be addressed via our official Messenger group chat in
the spirit of transparency.
1.3. No under-the-table negotiation will be entertained.

2. On recitation and participation

2.1. Participation is a requirement. Excellence entails effort.
2.2. Attendees are expected to participate during the discussion: There are
no right or wrong answers. Insights are more important than absolutes.
2.3. Attendee can earn up to a maximum of 5 points per session.
2.4. Each INTERACTION—rising up if physically capable followed by verbal
manifestation (sharing of ideas, responding to question, interpellating
classmates)—is equivalent to 1 point.
2.5. A teller will be assigned to record the number of manifestations.

3. On scores
3.1. Scores are non-transferable to another person.
3.2. Scores are non-transferable to other sessions.
3.3. Scores are non-negotiable.
3.4. It is the students’ obligation to monitor their scores.
3.5. Students make their own grade: They have no right to blame others (the
instructor, the secretary, the classmates, etc.) for underperformance.
3.6. Grade consultations will not be interpreted as grade “negotiation”: The
class will not tolerate corruption of any form.

4. On teacher-student dynamic
4.1. Students are prohibited to give the instructor gifts or rewards of any kind.
4.2. A student will be treated as any autonomous adult.
4.3. Students must not expect that everything will handed to them: Spoon-
feeding is discouraged.
4.4. Students are discouraged to espouse a mentality of entitlement: Each
point, each score has to be earned.

5. On student behavior inside the classroom

5.1. Students are not required to ask the teacher’s permission from leaving
the class for personal privilege: If students need a break to address
discomfort or personal emergencies, they may do so on their will.
5.2. Students are expected to exhibit courtesy when dealing with others;
however, students are free to express their sentiments and perspectives
during interpellations and group argumentation.
5.3. Students are expected to practice social etiquette:
5.3.1. No yawning, gaping, or sighing unless the face or mouth is
covered.
5.3.2. No disruptive noises during focused instruction.
5.3.3. Use of mobile phones is prohibited: Mobile phones will be turned
to silent mode and surrendered to the class secretary during the
class.

Page 15 of 17
DISCIPLINARY ACTIONS
Disciplinary actions shall be observed pursuant to § D: “Grounds for Disciplinary
Sanctions,” pages 40-43, of the “Undergraduate Student Manual.”

CONSULTATION HOURS:

DAY/S TIME ROOM

Mondays to Fridays 1500H to 1700H CBA Accreditation Room

Prepared by:

FERNANDO F. TADEO, IV
Instructor

Checked by:

LAURENCE C. ESPINO, MBA

BAFM Program Coordinator

ERUS ANGELO A. LUMAGUE, MBA

CBA Department Head

ARACELI M. RECLUSADO, PhD

Curriculum Coordinator

Approved:

CIRIACO M. GARCIA, PhD

Campus Dean

Page 16 of 17
 DECLARATION
I have read and understood the above course syllabus in full and in
participating in this course I agree to the above rules. I have a
clear understanding of the policies and my responsibilities, and I
have discussed everything unclear to me with the instructor.
I will adhere to the academic integrity and policy and I will treat my
fellow students and my teacher with due respect.
I understand that this course syllabus can be modified or overruled
by announcements of the instructor in class or in any social media
site at any time.

Student’s Copy

--------------------------------------Cut here---------------------------------------

DECLARATION
I have read and understood the above course syllabus in full and in
participating in this course I agree to the above rules. I have a
clear understanding of the policies and my responsibilities, and I
have discussed everything unclear to me with the instructor.
I will adhere to the academic integrity and policy and I will treat my
fellow students and my teacher with due respect.
I understand that this course syllabus can be modified or overruled
by announcements of the instructor in class or in any social media
site at any time.

Printed Name & Section Signature Date

Instructor’s Copy

Page 17 of 17