Abstract
This paper uses a systems approach to examine the implementation of a design thinking (DT) initiative in a Singaporean secondary school setting. In particular, the paper uses the systems representational tools attributed to Senge (1990) to better understand the factors and relationships that underpin successful change initiatives in terms of the change process and related outcomes. The systems approach sheds light not only on those managerial and behavioural factors that facilitate initial acceptance and adoption of the design thinking change initiative, but also those factors that might inhibit or undermine ongoing change and success. As such, the paper provides interpretive insight about what constitutes effective systemic change in the implementation of design thinking, and on the nature of individual managerial intervention necessary to sustain ongoing and effective use of the design thinking and other initiatives.