The practice of participation has gained prominence in several disciplines recently. The present study discusses how participation meets system dynamics, a particular modelling method, which looks at complex systems from an endogenous viewpoint. System dynamics has always oriented itself towards practical problems and engaged with clients actively. This tradition is represented in contemporary participatory methods. We can underpin the involvement of stakeholders in a number of ways: with normative arguments (participation is a democratic right), substantive (involvement produces better knowledge), instrumental (participation improves the chance of success), and transformative ones (improvement of social capital). We discuss three schools of participatory system dynamics. First, group model building, a professional and practical method. Next, participatory system dynamics modelling, which is rooted in public policy decisions and aims to involve stakeholders actively. Finally, community‐based system dynamics aims for the empowerment of communities, with long‐term deep commitment on the part of the researcher.

Abstract:The article discusses a study on learning outcomes in an introductory Sociology course in a higher education setting. A quantitative model similar to education production functions is hypothesized. Independent variables include socio-demographic and psychological ones, as well as others pertaining to the learning environment. Learning is measured with the binary categories of "deep" and "surface" outcomes, which are qualitatively different, and are based on the comparison of mind maps drawn by students at the beginning and end of their first semester. Questionnaire data was collected from 264 first-year students of a Social Science Faculty. Significant effects on learning outcome are found for family background, major area of study, and teacher's gender.

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