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AbstractIn this paper, the social dimension of system dynamics (SD)‐based modelling is explored. Three manifestations of this dimension are identified: SD‐models are made of social systems, they are built in social systems, and SD‐models are built for social systems. The paper (1) explains the nature of these three manifestations of the social dimension, (2) discusses problems emerging from them and (3) gives an overview of knowledge, required to deal with these problems. Copyright © 2006 John Wiley & Sons, Ltd.

In a logistics system the number of possible applications of qualitative and quantitative modelling efforts is practically infinite. The situations or problems which can be analysed range from micro operations (e.g., analysing alternative order picking systems) to macro planning issues (e.g., determining the number and location of warehouses to be employed in a future distribution system). This range of potential applications not only reflects the scope of the models (micro to macro) but it also incorporates another relevant dimension: planning. The planning axis is anchored at one end by operations models which are constructed to analyse daily operating practices. The other end of the continuum is represented by long range planning models. These models are used to aid logistics managers in their attempts to design systems to cope with the future. In many situations exact classification of individual models along these two dimensions is difficult. However, this categorisation is a useful framework within which to view the scope of the modelling discussed in this paper. This presentation will focus on the macro planning models that are being employed both in military and industrial logistics to aid the systems planner in his attempts to structure logistics systems for the future.

The approaches to the cognitive modelling of education system as a complex system of modular architecture with the corresponding system attributes are defined. The modular hierarchical structure of educational system itself is based on the hierarchical structure of the set of particular criteria. The methodological principles for assessing the quality of the educational system are indicated. It is emphasised that measuring of indicator changes the system itself, thus making control ineffective. The insufficient performance of educational institutions' evaluation on the basis of radar chart is shown: education system deformation is possible through the redistribution of indicators. The possibility of aconsistent improvement in the quality indicators of an educational system based on the use of Pareto cumulative charts is assumed. The set of all formed competencies is considered as a vector criterion for assessing the quality of training of students. The illustration of the formation of competences is given on the example of the undergraduates studying the discipline "Complex systems mathematical modelling".

International audience ; An information system is generally considered as a structured set of the operating system of a company. Thus modelling is a central activity of its design. The aim of this paper is show the major role of the knowing subject in information system modelling, both in his singularity and his plurality. The study will first show the link between modelling and knowledge. Then we will enlarge the problematics of modelling to its political dimension.