ABSTRACT
In systemic structural constellations, systems can be simulated by spatial arrangements of persons or symbols. The success of the method lies in assigning the action research and can be described in terms of the systematic spatial locations and perceptions of decision-makers (Varga von Kibéd/Sparrer 2014; Schlötter, 2005; Sparrer/Varga von Kibéd, 2001). System constellations permit both a deep look into the informal structures and relationships of institutions and social structures as well as the testing of interventions or different solution options with regard to their effects. Systemic constellations can be used specifically in the context of academia, demonstrating effective starting points to overcoming resistance and to addressing specific academic content interdisciplinarily, reflexively and experientially. In addition, content-and structure-related recommendations concerning the implementation of sustainability in academic workaday life can be developed. The gain in constellation work can be seen in systemic perspectives illustrating the context overlaps or interferences of several logical progressions, descriptions and attributions, as well as circular interdependencies. In teaching contexts, it engages “students in a transformational process by encouraging critical reflection on their learning and actions” (D’Andrea and Gosling, 2005).
