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Student Learning Outcomes: Systems Dimension

GOAL:  MHS graduates will identify the principles of systems theories and other social science models and demonstrate ability to apply those principles to bring about meaningful systems change.


I. Students will be able to

  • Demonstrate an understanding of how a general knowledge of human service systems applies to a particular service.
  • Understand the self as a human system interfacing with other specific systems which furnished resources for self-help as a function of self-directed lifelong learning.
  • Demonstrate an understanding of the systematic structure of the MHS program and incorporate it into the students learning plan using systems models.
  • Describe and analyze an array of complex organizational systems designed to develop the "professional self" of the student.
  • Define and illustrate the concept of social change and resource utilization as applied to social change.

II. Students will be able to

  • Demonstrate a working knowledge of several social problems, which have precipitated the establishment of formal human service helping mechanisms.
  • Demonstrate a working knowledge of the major socio-economic, political ideologies (conservative, liberal, moderate and radical) as well as the relevant sociological perspectives for interpreting and analyzing human behavior.
  • Apply knowledge of human systems to the "real world" of the human service work.
  • Demonstrate an understanding of a variety of human service delivery systems: Helper, Client, Target, and Action systems.

III. Students will be able to

  • Demonstrate an understanding of general systems theory and illustrate its utility as a model for interpreting group behavior.
  • Discuss and clarify the merits of an interdisciplinary approach for working within groups and at the interface of groups and larger social systems.
  • Describe and explain the interplay of social forces and mechanisms that impinge upon and determine the evolution of groups in human service settings.
  • Distinguish differences in orientation, style, and patterns of behavior between a group that represents a relatively open system and one that represents a relatively closed system.
  • Cite specific behaviors within a group to illustrate the following concepts: internal-external system, subsystem, boundary, homeostasis entropy.
  • Indicate both the advantages and disadvantage of the intra-group and inter-group conflict.

IV. Students will be able to

  • Describe and explain the open systems framework and the necessity for building responsive and adaptive organizations.
  • Map out the agency’s tasked environment, identifying key elements for formulating effective strategic management initiatives.
  •  Demonstrate an understanding of the interagency collaboration, resource sharing, and conflict management.
  • Elucidate their master’s project and host organization in systems theory terms identifying specific open systems factors and trade-offs in consumer/customer decision-making including clients, policymakers, funders, and community power brokers.
  • Describe pertinent social, political, cultural, economic, and technological macro trends and indicate how each trend impinges upon the agency and a project.
  • Define each component of the marketing mix relating it to various exchange transactions used to promote agency viability and responsiveness.
  • Define strategic planning using examples to illustrate its application for agency & project.

V. Students will be able to

  • Examine and apply principles of conflict management, interest groups, and reference groups as applied to organizational and social change.
  • Identify environmental pressures threats and opportunities illustrating how they impact upon the student's agency.
  • Define and apply facilitative, re-educational, persuasive and power strategies to the process of organizational and social change.
  • Demonstrate how the Diffusion and Innovation concepts can be used to analyze change initiative.
  • Demonstrate an understanding of force field analysis as a tool for mapping out forces that impinge upon change initiatives, using graphic representations along with the appropriate narrative explanation and definitions.
  • Compare and contrast a variety of change models highlighting the advantages and the disadvantages of each

The Lincoln University
Center for Graduate and Continuing Education Programs
3020 Market St., Philadelphia PA 19104
(215) 387-2405