Applying Collective Impact to Wicked Problems in Aboriginal Health Case Study Assessment

Assessment

Case Study

Spring has arrived. For the last six weeks, a crowd of 10-15 teenagers aged 15- 19 years has started to congregate on a street corner in Bunabree, a town of 20,000 in northwest Ireland. The teenagers usually meet after dark; some wear hoodies. They cycle and scooter up and down the footpath. There is a strong smell of cannabis coming from the area when they hang out. Older people live nearby. There are also some shops open in the evenings. The young people are often noisy; there is some pushing, shoving and fighting on the footpaths amongst them. One or two youngsters make ‘animal’ noises when other young people, not in their group, pass-by. Residents in the community have started complaining. Young people say that there’s nothing to do in the town in the evening. They say they are bored and want to socialise with their friends.

The ten properties of wicked problems as described by Rittel & Webber (1973, pp. 159-169) are as follows:

• There is no definitive formulation of a wicked problem 
• Wicked problems have no stopping rule 
• Solutions to wicked problems are not true-or-false, but good or bad
• There is no immediate and no ultimate test of a solution to a wicked problem 
• Every solution to a wicked problem is a ‘one-shot operation’; because there is no opportunity to learn by trial and error, every attempt counts significantly 
• Wicked problems do not have an enumerable (or an exhaustively describable) set of potential solutions, nor is there a well-described set of permissible operations that may be incorporated into the plan 
• Every wicked problem is essentially unique
• Every wicked problem can be considered to be a symptom of another problem 
• The existence of a discrepancy representing a wicked problem can be explained in numerous ways. The choice of explanation determines the nature of the problem’s resolution
• The social planner has no right to be wrong.

Brief Summary of Assessment Requirements

This assessment is based on a case study analysis that requires students to apply the concept of wicked problems, as defined by Rittel and Webber (1973), to a real-world community issue. The case involves antisocial behaviour by a group of teenagers in Bunabree, a small town in northwest Ireland, and the resulting community concerns.

Key assessment requirements and pointers include:

• Identifying the core social issue presented in the case study
• Demonstrating an understanding of the ten properties of wicked problems
• Applying these properties to the given scenario
• Recognising the complexity, uncertainty, and multiple stakeholder perspectives involved
• Avoiding simplistic or single-solution responses
• Using theory to explain why the problem is difficult to define and resolve

The assessment aims to evaluate the student’s ability to critically analyse a complex social problem, link theory to practice, and demonstrate higher-order thinking skills rather than proposing a fixed solution.

Academic Mentor’s Step-by-Step Approach

The academic mentor guided the student through the assessment using a structured and supportive step-by-step process to ensure clarity, relevance, and alignment with learning outcomes.

Step 1: Understanding the Case Context

The mentor first helped the student unpack the case study by identifying key elements:

• The behaviour of the teenagers
• The concerns of residents and shop owners
• The social context of boredom, lack of facilities, and intergenerational tension

This step ensured the student fully understood the problem before applying theory.

Step 2: Introducing the Concept of Wicked Problems

The mentor explained the theoretical framework of wicked problems, focusing on why such problems:

• Lack clear definitions
• Have no single solution
• Involve competing values and stakeholder interests

Special attention was given to the relevance of wicked problems in social planning and community issues.

Step 3: Mapping Theory to the Case Study

The student was then guided to systematically apply the ten properties of wicked problems to the Bunabree scenario. Each property was briefly explained and linked to the case, such as:

• The absence of a definitive problem formulation
• The ongoing nature of the issue with no clear endpoint
• The idea that any intervention may create new consequences

This approach helped the student demonstrate analytical depth rather than descriptive writing.

Step 4: Emphasising Stakeholder Perspectives

The mentor encouraged the student to consider multiple viewpoints, including:

• Teenagers seeking social interaction
• Older residents concerned about safety and noise
• Community planners and local authorities

This reinforced the idea that the problem is socially complex and value-driven.

Step 5: Structuring the Final Response

Guidance was provided on organising the assessment logically, ensuring:

• Clear links between theory and evidence from the case
• Consistent academic tone
• Focus on explanation rather than solution prescription

Outcome Achieved and Learning Objectives Covered

Final Outcome

• A well-structured case study analysis applying all ten properties of wicked problems
• Clear demonstration of why the issue cannot be easily defined or solved
• Strong integration of theory with a real-world social issue

Learning Objectives Covered

• Understanding and application of social theory
• Critical thinking and analytical reasoning
• Ability to evaluate complex community problems
• Recognition of multiple stakeholder perspectives
• Development of academic writing and structured argumentation

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