Table 7. Sources of variation in the way elements were practiced and the way the practice was reflected on. Element Variable ways in which element was practiced Variable ways in which students reflected on their practice: Identifying system components •  In different case studies in class exercises; •  In different case studies in workshops; •  During in-depth analysis of chosen case study. •  Formal self reflection on ability to apply theory in assignment component 1; •  Formal feedback from peers on ability to apply theory in assignment component 2; •  Formal feedback from tutor on ability to apply theory from assignment component 1; •  Reflection in group work in class exercises (e.g. lecture 6) and workshops 1 and 2. Linking system components •  In different case studies in class exercises; •  In different case studies in workshops; •  During in-depth analysis of chosen case study. •  Formal self reflection on ability to apply theory in assignment component 1 and 3; •  Formal feedback from peers on ability to apply theory in assignment component 2 and 4; •  Formal feedback from tutor on ability to apply theory from assignment component 1 and 3. •  Reflection in group work in class exercises (e.g. lectures 1, 2, 6) and workshops 1 and 2. Building causal loop diagrams •  In different case studies in class exercises; •  In different case studies in workshops; •  During in-depth analysis of chosen case study. •  Formal self reflection on ability to apply theory in assignment component 3; •  Formal feedback from peers on ability to apply theory in assignment component 4; •  Formal feedback from tutor on ability to apply theory from assignment component 3. •  Reflection in group work in class exercises (e.g. lectures 1, 2, 8) and workshop 2. Application of resilience thinking •  To different case studies in class exercises; •  To chosen case study in class exercises; •  To chosen case study in the fifth assignment component; •  For the final assignment. •  Formal self reflection on ability to apply theory in assignment component 5; •  Formal feedback from peers on ability to apply theory in assignment component 6; •  Formal feedback from tutor on ability to apply theory from assignment component 5; •  Reflection in class discussions and exercises on different components of theory with exposure to perspectives from tutor, peers working on same chosen case study, and peers working on different chosen case study (all lectures and workshops); •  Formal reflection on the process of applying resilience thinking in the final assignment. Understanding feedback and conceptual models of systems and their implications •  Through explanations by tutor and use of a variety of class exercises and group work; •  Using class tests and homework tasks using different case studies; •  Presentation of causal loop models in numerous lectures; •  In different case studies used in workshops; •  Applying systems thinking in the subsidiary assignment components; •  In-depth analysis of student’s chosen case study. •  Formal self reflection on ability to understand and apply systems models in assignment components 1, 3 and 5; •  Formal feedback from peers on ability to apply theory in assignment components 2, 4, and 6; •  Formal feedback from tutor on ability to apply theory from assignment components 1, 3, and 6; •  Reflection in class discussions and exercises on different components of theory with exposure to perspectives from tutor, peers working on same chosen case study, and peers working on different chosen case study (all lectures and workshops); •  Formal reflection on the process in which students developed understanding in the final assignment.