A comparative perspective on systems thinking skills: Evidence from business students and graduates
Abstract
This paper examines the development of systems thinking (ST) skills among college students and graduates, extending prior research that highlights the importance of ST in addressing complex real-world challenges. While earlier studies identified positive perceptions and applications of ST skills, less is known about how these skills evolve as individuals transition from academic to professional contexts. Using a comparative qualitative approach, this study analyses open-ended survey responses from 403 participants. The analysis explores two dimensions of ST: how individuals apply ST in practice (‘what they do’) and the cognitive patterns that underpin these processes (‘how they think’), with particular attention to differences in scope, complexity, and integration across groups. Findings reveal a clear developmental progression in ST. Students tend to apply these skills in bounded, task-focused contexts, emphasising problem identification, root-cause analysis, and localised efficiency improvements. In contrast, graduates demonstrate more advanced capabilities, including system-wide perspectives, dynamic collaboration, and the ability to manage complex interdependencies. This shift reflects a transition from individual, short-term problem solving towards more integrated, adaptive, and strategic decision making with a longer-term, system-wide perspective. These findings suggest that ST develops through experiential learning and real-world exposure. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
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Author's Biography
Anna Czegledi, PhD, CPA, is a Professor of Accounting and Finance at Conestoga College School of Business in Ontario, Canada. She brings professional industry experience in corporate finance, financial reporting, performance management, and business analytics. Anna’s teaching emphasises practical application, analytical thinking, and professional ethics in financial decision making, with a strong focus on preparing students for success in today’s evolving business environment through industry-relevant instruction and applied learning. Her research interests include systems thinking, accounting education, experiential learning, and the integration of emerging technologies and artificial intelligence in higher education. Anna also serves as a board member and member of the Education Committee of the Canadian Accounting Academic Association, and as a member of the Editorial Committee for the Open Access Teaching Case Journal.
Dr Julia Cronin-Gilmore, PhD, is a Professor of Business and Director of the Doctor of Business Administration degree at Bellevue University. Along with her teaching responsibilities, Julia serves as Chairwoman of the Board for Cobalt Credit Union, a US$1.4bn-plus financial institution in Nebraska. She is the Editor of the Journal for Excellence in Business Education, serves on the Harvard Business Review Advisor Council, and is a reviewer for international and national business conferences. Julia has received numerous awards in business, marketing, and education.
Dr Helen G. Hammond, PhD, brings experience in higher education, leadership, and business-related instruction. Her academic interests include organisational development, communication, and student-centred learning strategies that support professional growth. Helen is recognised for building engaging learning environments and mentoring students in both academic and applied settings. Through her work in higher education, she emphasises critical thinking, ethical leadership, and practical application of theory to real-world business and organisational challenges while supporting student achievement and lifelong learning.
Citation
Czegledi, Anna, Cronin-Gilmore, Julia and Hammond, Helen G. (2026, September 1). A comparative perspective on systems thinking skills: Evidence from business students and graduates. In the Advances in Online Education: A Peer-Reviewed Journal, Volume 5, Issue 1. https://doi.org/10.69554/SLMZ6746.
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