Introduction to Wicked Problems - YSA00003C

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Module summary

This module introduces the key concept of wicked problems, its nature, impacts and barriers to progress alongside potential solutions. It will also provide an opportunity for students to critically reflect and challenge their own beliefs, views and values surrounding responses and solutions to these wicked problems.

Professional requirements

Students studying for architecture degree will need to evidence a portfolio demonstrates a response to the RIBA themes and Values validation and that the course has 50% design components and 20% professional practice components

Module will run

Occurrence	Teaching period
A	Semester 2 2025-26

Module aims

This interdisciplinary module provides an exciting, critically engaging introduction to the concept of wicked problems. It will examine the nature of wicked problems, how they are identified, their impacts and prospective often “wicked” solutions. The module aims to introduce a range of wicked problems that we are facing in the contemporary world via a range of global and local case studies. There are many connections and complementarities between the wicked problems, and together they aim to provide a powerful analysis of the complexities of these global challenges. Connections between the different wicked problems will be made and students will be introduced to ways of thinking that can manage these complexities e.g. system thinking. It will also allow students to critically reflect and challenge their own beliefs, views and values surrounding responses to these wicked problems that are themselves often complex “wicked” solutions.

Module learning outcomes

At the end of the module students will be able to:

1. Demonstrate an understanding of the nature and impacts of wicked problems and solutions through a systems thinking approach

2. Evaluate possible solutions through an application of different concepts, ideas and theories

3. Critically reflect on their own values, views and beliefs in response to the wicked problems and envision sustainable and just futures.

Module content

Wicked problems (thematic) including:

• Climate crisis and the era of “global boiling”;

  • Traces arc of contemporary emissions since agricultural and industrial revolution alongside land and aquatic impacts.

  • Wider point on values made; domination, degradation and exploitation at heart of humanity’s contemporary relationship with the environment.

• The advent of the post-truth era;

  • Exploring the rise of mis- and dis-information and impact on empirical fact and truth. Harder than ever to gain consensus with fractured views.

• Injustice and inequality;

  • Would highlight the complex and multifaceted nature of injustice that encompasses both social and environmental paradigms.

  • Flags widening global social inequality and growth of elite capture alongside deteriorating quality of life. Examples could include global and local case studies of home ownership, rental market, “poor doors”, homelessness.

Wicked solutions including:

• Connect to systems thinking; need to approach issues and solutions from different angles;

• System change not climate change! Managing transformational change;

  • Acts as a crossover topic as both a wicked problem but also a “wicked solution.”

  • Focus here is on the distinction between incremental change vs transformational change that can help tackle wicked problems.

  • Emphasis also placed on a system change approach to help identify and comprehend the complexities of these wicked problems.

  • Global and local case studies drawn from architecture and planning contexts.

• Sustainability; which way and for whom?;

  • Acts as a crossover topic as both a wicked problem but also a “wicked solution.”

  • Epistemology of knowledge; which sustainability agendas / voices are in ascendancy and whose agendas / voices are suppressed or discarded? Need for plural sustainabilities that amplifies cultural sensitivity and integrates diverse knowledge systems and multi-approach perspectives.

  • Link also made to justice and the challenge of not replicating injustice in any “just transition.”

  • Links to change management; need for innovative and transformational responses such as regenerative sustainability.

• Alternative futures thinking / Dystopian and utopian futures; optics of despair and hope.

  • Types of futures thinking e.g. dystopian and utopian futures; optics of despair and hope. Sources of inspiration and synergies with architecture, all drawn from different time periods and contexts; film and other virtual environments (e.g. video games), art, music, theatre (including on human rights and social justice), literature and narrative (especially science-fiction).

  • Need to challenge the assumptions and beliefs we associate with wicked problems today to facilitate truly innovative responses.

  • Give students agency to imagine sustainable and just futures. Introduce horizon scanning and associated techniques e.g. trend and gap analysis.

Indicative assessment

Task	% of module mark
Essay/coursework	100.0

Special assessment rules

Non-compensatable

Additional assessment information

PORTFOLIO [100%]

The research work and discussions for this module will be conducted in groups to maximise the interdisciplinary exposure and exchange of ideas; while the reports and reflective components are to be submitted individually for individual assessment. Architecture students are expected to relate and reflect on the interdisciplinary nature of the module. The assessed portfolio of work will be composed of the following:

Individual Critical Report

[70%]

An individual reflective report on a chosen topic

Personal reflection

[30%]

Individually, each student will reflect on the impact of the interdisciplinary module topics on their own discipline (Architecture). This will be verbally communicated to the tutor and colleagues.

For Architecture students, the personal reflection can be in the form of a made component (abstract, critical, constructional, etc.) that demonstrates how this module impacted their own design approach.

Indicative reassessment

Task	% of module mark
Essay/coursework	100.0

Module feedback

Written feedback will be provided on the assessment. Ongoing verbal feedback throughout the module.

Indicative reading

Meadows, D. H., Randers, J. and Meadows D. L. (2004). The Limits to Growth: The 30-year Update. London: Earthscan.

Adams, W.M. (2009). Green Development: Environment and Sustainability in a Developing World. London: Routledge.