This paper, dated now, describes the work that produced, and the topics taught in, an innovative introductory course in systems engineering

1. An
innova(ve
introductory
course
to
systems
engineering:
Teaching
a
problem
solving
approach
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
1

2. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Today’s
Topics
• The
stakeholders
• The
stakeholder
needs
• The
design
of
the
course
• The
Problem
Based
Learning
(PBL)
exercises
• The
knowledge
units
• Assessment
and
grades
• Summary
• QuesBons
and
comments
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
2

3. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
The
stakeholders
• Academia
• Students
• Industry
• Government
• Others
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
3

4. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Academia
• A
marketable
course
• A
teachable
course
– using
both
full-­‐Bme
and
part
Bme
instructors.
• Contain
components
that
can
easily
be
incorporated
in
exisBng
engineering
and
informaBon
technology
courses.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
4

5. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Students
• Enhanced
career
opportuniBes.
• Study
workload
that
is
appropriate
to
the
lifestyle
of
a
full-­‐(me
employee
with
a
family.
• An
understanding
of
– what
systems
engineering
is
all
about
– how
to
do
systems
engineering
– why
every
system
engineer
describes
it
differently.
– how
what
is
being
learnt
in
the
class
maps
into
their
employer’s
processes
• A
course
experienced
in
a
manner
that
makes
learning
effecBve.
– through
the
use
of
modern
concepts
in
educaBon
and
cogniBve
psychology
• Affordable
text
books.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
5

6. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Industry
and
Government
• To
be
near
the
top
of
the
value
chain
in
the
new
global
economy.
• A
pool
of
skilled
personnel
for
the
acquisiBon
and
maintenance
of
the
systems
that
underpin
21st
century
civilizaBon.
• Competent,
skilled
and
knowledgeable
systems
engineers
– capable
of
effecBvely
working
on
various
types
of
complex
mulB-­‐
disciplinary
integrated
systems
– in
different
applicaBon
domains,
– in
different
porBons
of
the
system
lifecycle,
– in
teams,
alone,
and
– with
cognizant
personnel
in
applicaBon
and
tool
domains.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
6

7. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
More
Industry
and
Government
• Coursework
is
not
to
interfere
with
employment.
– Flexible
delivery
modes
to
allow
students
to
take
the
course
as
and
when
they
can
from
whatever
locaBon
they
happen
to
be
in.
• Knowledge,
skills
and
competencies,
that
are
useful
immediately,
and
in
the
short
and
long
terms.
• Ability
to
communicate
systems
engineering
principles
to
others.
• In
the
acquisiBon
porBon
of
the
system
lifecycle,
– facilitate
the
effecBve
acquisiBon
of
systems
that
meet
the
customer’s
needs
• at
the
Bme
the
system
is
specified,
• is
actually
delivered
and
• during
the
full
length
of
its
operaBonal
life.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
7

8. Steps
for
CriBcal
Thinking
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
8

9. Steps
for
CriBcal
Thinking
Developed
under
a
grant
from
The
4
April
2013
9
Leverhulme
Trust

10. Steps
for
CriBcal
Thinking
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
10

11. Steps
for
CriBcal
Thinking
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
11

12. Steps
for
CriBcal
Thinking
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
12

13. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Topics
• The
stakeholders
• The
stakeholder
needs
• The
design
of
the
course
• The
PBL
exercises
• The
knowledge
units
• Assessment
and
grades
• Summary
• QuesBons
and
comments
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
13

14. Integrated
Mul(disciplinary
Engineering
for
the
21st
Century
Not
just
your
average
systems
engineering
course
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
14

15. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
AssumpBons
• A
single
course
cannot
meet
all
the
needs
of
the
industrial
and
government
stakeholders.
• This
class
is
not
one
in
which
the
students
do
in-­‐depth
systems
engineering
• This
is
an
introductory
“breadth”
class
which
examines
systems
engineering
from
various
perspecBves
(Kasser
&
Palmer
2005).
– The
assumpBon
is
that
students
will
conBnue
their
studies
and
take
“depth”
classes
in
the
requirements,
test
and
evaluaBon,
etc.
in
which
they
will
apply
systems
engineering
to
tradiBonal
technical
systems
in
the
appropriate
phases
of
the
lifecycle.
• Each
Knowledge
Unit
is
a
“breadth”
unit
– references
will
be
provided
to
the
students
for
in
depth
study
during
the
assignment
and
aeer
the
course
is
completed.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
15

16. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
More
AssumpBons
• The
knowledge
for
this
course
comes
from
– the
lectures,
the
readings
and
the
PBL
exercises.
• Students
are
expected
to
1. have
at
least
a
rudimentary
knowledge
of
systems
engineering
and
project
management.
2. put
in
addiBonal
out
of
class
hours
on
their
studies.
3. review
the
readings
before
doing
the
in-­‐class
exercises.
• In
block
mode
classes,
Bme
should
be
given
for
the
students
to
scan
the
readings
as
part
of
the
exercises.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
16

17. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Outcomes
• Improved
cri(cal
thinking
skills.
• Understand
the
nature
of
mulBdisciplinary
and
interdisciplinary
engineering.
• Understand
the
reasons
for
the
different
definiBons
of
the
term
“system”,
and
the
various
viewpoints
on
systems
engineering.
• Understand
the
need
for
systems
engineers
with
different
competencies,
skills
and
knowledge
in
different
parts
of
the
system
life
cycle.
• Be
able
to
idenBfy
the
various
types
of
problems
faced
by
systems
engineers
in
different
phases
of
the
system
lifecycle.
• Be
able
to
idenBfy
an
appropriate
tool
or
methodology
to
solve
the
problem.
• Understand
that
there
isn’t
always
a
single
“right”
soluBon
to
a
problem.
• Be
beger
than
average
systems
engineers
for
their
level
of
experience
(hopefully).
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
17

18. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Delivery
Modes
• TradiBonal
13-­‐week
semester
classroom
• Online
asynchronous
13-­‐week
semester
– allowing
for
some
synchronous
acBviBes
if
desired
• Block
mode
lasBng
one
week
– with
post-­‐class
Bme
for
compleBng
assignments.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
18

19. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Course
Components
1. A
set
of
PowerPoint
slides
for
a
lecture.
2. The
accompanying
instructor’s
notes
for
what
knowledge
to
highlight
during
the
lecture.
3. Exercises
– accompanied
by
suggesBons
of
• what
to
do,
• what
to
expect
the
students
to
produce
and
• how
to
assess
the
results.
4. Instructor’s
summaries
of
the
readings
– to
use
when
discussing
the
exercises
with
the
students
during
the
classroom
exercises.
5. Chapters
in
a
text
book
that
supplement
the
lecture.
– However,
since
there
is
no
single
textbook
that
fits
this
class,
a
set
of
readings,
listed
in
each
knowledge
unit
will
be
provided
to
the
students
unBl
the
book
is
wrigen.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
19

20. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Design
Goals
for
Components
1. The
components
should
be
designed
to
ensure
the
students
need
to
use
and
hence
develop
cri(cal
thinking
skills
– moving
up
the
five
steps
published
by
(Wolcog
and
Gray
2003).
2. Each
knowledge
unit
should
be
split
into
three
one-­‐hour
sessions
with
a
short
break
between
them.
3. The
lecture
component
should
be
no
more
than
45
minutes,
– preferably
in
two
15
minute
sessions
with
the
remaining
15
minutes
used
in
a
facilitated
discussion.
4. The
lectures
should
supplement
the
readings
rather
than
contain
the
same
content
as
the
readings.
5. When
possible
students
should
be
asked
to
deliver
the
lecture
components
in
units
6
to
11
for
a
porBon
of
their
grade.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
20

21. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
More
Design
Goals
for
Components
6. The
remaining
two
hours
of
the
session
should
be
devoted
to
PBL
in
a
team
environment.
7. The
team
exercises
should
be
set
within
a
single
context.
– This
will
minimize
the
Bme
the
students
spend
becoming
familiar
with
the
context
before
actually
performing
the
exercise.
8. Each
team
should
work
on
the
same
project
independent
of
the
others.
– This
is
to
allow
comparisons
of
approaches
to
demonstrate
that
there
need
not
be
one
“right”
soluBon.
9. The
course
notes
should
provide
the
instructor
with
subtle
ways
of
guiding
the
teams
along
different
paths
but
not
misleading
them.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
21

22. RüR
ü
June).
NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
Even
More
Design
Goals
for
Components
10. Ideally
teams
should
be
composed
of
at
least
one
male,
one
female,
one
experienced
and
one
novice.
– In
an
open
class,
students
from
different
organizaBons
and
naBonal
cultures
should
be
mixed
into
teams.
– One
person
may
meet
more
than
one
of
the
criteria.
11. Students
should
be
given
the
opportunity
to
choose
– who
they
would
like
to
team
with,
and
– who
they
would
not
like
to
team
with,
and
12. Each
team
exercise
should
terminate
with
a
presentaBon.
– Aeer
the
students
have
presented
their
work,
the
similariBes
and
differences
of
the
student
teams’
presentaBons
should
be
discussed.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
22

23. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Topics
• The
stakeholders
• The
stakeholder
needs
• The
design
of
the
course
• The
PBL
exercises
• The
knowledge
units
• Assessment
and
grades
• Summary
• QuesBons
and
comments
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
23

24. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Purpose
• To
pracBce
criBcal
thinking,
systems
engineering,
and
problem
solving
• To
understand
the
scope
of
mulBdisciplinary
and
interdisciplinary
engineering
• To
enable
the
students
to
grow
intellectually
and
deal
with
ambiguity
and
complexity
(Perry
1981)
• To
learn
about
systems
engineering
by
doing
systems
engineering
• To
understand
the
need
for
the
various
competencies,
skills
and
knowledge
and
develop
them.
– These
skills
and
knowledge
needed
by
systems
engineers
over
the
system
life
cycle
can
be
divided
into
• Those
needed
in
several
if
not
all
phases
of
the
system
life
cycle.
• Those
needed
in
specific
phases
of
the
system
life
cycle.
• Knowledge
in
the
domain
in
which
the
system
being
developed/
maintained/upgraded
exists
or
will
exist.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
24

25. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Context
–
Federated
Aerospace
• A
major
conglomeraBon
with
systems
engineering
experBse
in
several
commercial
and
defence
domains.
• Has
five
current
projects.
• Has
just
been
awarded
a
major
mulB-­‐billion
pound
systems
development
contract
for
Project
Sukumu.
– must
raid
its
current
projects
for
the
core
personnel
as
well
as
hiring
new
people
in
order
to
meet
the
schedule
of
Project
Sukumu.
– each
current
project
is
going
to
lose
people,
• much
to
the
chagrin
of
the
team
leaders
&
the
personnel
lee
behind.
• Needs
to
hire
replacements
for
the
personnel
being
taken
off
the
current
projects.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
25

26. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Federated
Aerospace’s
Current
Projects
Project
Phase
in
the
Applica(on
Lifecycle
Domain
Nemesis
Ship
Needs
acquisiBon
Radiator
Requirements
Aerospace
Dataweight
Design
Database
Terminal
Test
&
EvaluaBon
InformaBon
(T&E)
Technology
Orrible
O&M
(In-­‐service)
TransportaBon
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
26

27. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Project
Sukumu
Exercise
• Purpose
of
the
exercise
is
for
each
team
to
– develop
examples
of
systems
engineering
process-­‐
products
(documents)
• from
a
problem
solving
perspec(ve
– develop
an
understanding
of
the
links
between
them
– begin
to
understand
the
consequences
of
poor
• documentaBon
in
earlier
phases
of
the
SLC.
• management
(ineffecBve
or
wrong).
• Designed
so
that
Project
Sukumu
could
be
classified
as
more
than
one
type
(Shenhar
and
Bonen
1997).
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
27

28. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Project
Sukumu
AcBviBes
• The
students
will
prepare
a
high
level
Concept
of
Opera(ons,
Requirements
Summary,
Systems
Engineering
Management
Plan
and
Test
and
Evalua(on
Plan
as
a
PowerPoint
presentaBon
to
be
made
in
Unit
13.
– As
secBons
of
later
documents
are
developed,
the
students
will
find
that
the
earlier
documents
are
incomplete
and
will
need
updaBng.
• The
team
will
first
iden(fy
the
type
of
project
as
discussed
in
unit
2
as
classified
by
(Shenhar
and
Bonen
1997).
• The
focus
will
be
on
the
nature
of
the
problems
to
be
faced
in
each
phase
of
the
lifecycle
and
the
approaches
to
be
used
to
overcome
those
problems.
• The
students
will
be
requested
to
reflect
on
this
process
at
the
end
of
their
presenta(ons
in
unit
13
in
order
to
increase
their
grade.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
28

29. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Staffing
Exercise
• Purpose
-­‐
To
allow
the
students
to
develop
an
understanding
of
the
competencies,
knowledge
and
skills
needed
in
different
types
of
projects
in
different
phases
of
the
system
life
cycle.
– The
students
will
have
to
understand
competencies,
skills
and
knowledge,
as
well
as
the
phase
in
the
lifecycle
in
order
to
map
the
competencies
to
the
needs
for
staffing
a
project.
• The
students
will
be
shown
how
to
use
a
systems
engineering
approach
to
–
developing
the
requirements
(what
is
being
done
to
determine
and
solve
problems
(use
cases),
– idenBfy
the
competencies
needed
to
develop
a
job
descripBon
(requirements
for
personnel),
– perform
a
gap
analysis
between
the
exisBng
project
team
skills
and
select
from
a
set
of
resumes
to
fill
the
gap
in
an
opBmal
manner
(design
and
integraBon).
• The
comments
on
the
presentaBon
of
their
work
by
the
instructor
and
other
students
will
fill
the
test
and
evaluaBon
funcBon.
• By
having
the
students
develop
a
non-­‐technical
system
the
students
will
be
exposed
to
the
concept
that
systems
engineering
applies
to
all
sorts
of
systems.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
29

30. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Staffing
Exercise
AcBvity
• Each
team
will
be
associated
with
one
of
Federated
Aerospace’s
current
projects.
• For
units
6
to
11
inclusive,
each
student
team
will
be
given
the
resumes
of
the
remaining
project
personnel
and
asked
to
produce
the
job
descripBons
for
addiBonal
staff
members
to
round
off
the
project
teams’
skills
for
the
lifecycle
phase
associated
with
the
unit.
– The
students
will
also
have
to
take
into
consideraBon
constraints
such
as
the
salary
budget,
so
they
cannot
adverBse
a
large
number
of
posiBons.
– The
students
will
present
what
they
would
be
looking
for
in
a
resume
at
the
end
of
the
unit
and
defend
their
choices.
• As
a
variaBon,
in
some
units
the
student
teams
will
be
given
a
set
of
resumes
from
applicants
and
asked
to
jusBfy
to
which
ones
they
would
recommend
that
offers
of
employment
be
made.
• As
by-­‐product,
they
should
also
learn
how
to
recognize
and
hence
write
a
good
resume.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
30

31. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Topics
• The
stakeholders
• The
stakeholder
needs
• The
design
of
the
course
• The
PBL
exercises
• The
knowledge
units
• Assessment
and
grades
• Summary
• QuesBons
and
comments
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
31

32. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Knowledge
Units
• Units
1
to
5
– provide
the
contextual
background
to
mulBdisciplinary
and
interdisciplinary
engineering,
systems
engineers
and
systems
engineering.
• Units
6
to
11
– provide
the
knowledge
about
what
systems
engineers
do
in
the
various
phases
of
the
systems
life
cycle
and
what
problems
they
face.
• Using
the
FRAT
cycle
(Mar
1994).
• Unit
12
summarises
modelling,
simulaBon
and
other
tools
and
techniques
used
in
the
system
lifecycle.
• Unit
13
wraps
up
the
course.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
32

33. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Drae
Unit
Titles
1. What
are
mulBdisciplinary
engineering,
interdisciplinary
engineering
and
systems
engineering
(SE)?
2. Why
projects
fail
3. An
introducBon
to
lifecycles
4. A
framework
for
systems
engineering
5. The
competencies
of
a
systems
engineer
6. SE
in
the
needs
definiBon
phases
of
the
system
lifecycle
(SLC)
7. SE
in
the
requirements
phases
of
the
SLC
8. SE
in
the
design
phases
of
the
SLC
9. SE
in
the
integraBon
phases
of
the
SLC
10. SE
in
the
test
and
evaluaBon
phases
of
the
SLC
11. SE
in
the
operaBons
&
maintenance
(in-­‐service)
phases
of
the
SLC
12. Modelling,
simulaBon
and
other
methodologies,
tools
and
techniques
for
SE
13. Student
presentaBons
and
wrap
up
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
33

34. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Unit
1
Purpose
To:
1. provide
an
answer
the
ques(on
in
the
(tle
of
the
unit,
2. iden(fy
the
existence
of
confusion
amongst
systems
engineers
as
to
the
nature
of
systems
engineering
3. understand
the
nature
of
the
differences
between
systems
engineering
and
project
management.
Lecture
1. MulBdisciplinary
and
interdisciplinary
engineering;
a
brief
history
of
systems
engineering
and
project
management.
2. Discusses
the
many
different
definiBons
of
the
word
“system”,
the
various
viewpoints
on
systems
engineering
and
presents
a
hypothesis
for
the
reason
why
there
are
so
many
definiBons.
Exercise
The
students
compare
the
definiBons
of
systems
engineering
and
group
them
to
determine
common
denominators
and
determine
support
or
refutaBon
of
the
hypothesis.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
34

35. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Unit
2
Purpose
To
provide
the
students
with
an
understanding
of
the
need
to
make
use
of
lessons
learned
from
past
projects.
Lecture
Introduce
the
context
for
the
class
team
exercises
in
the
course;
discusses
a
number
of
lessons
learned
from
high-­‐tech
project
failures
and
successes;
mulBdisciplinary
and
interdisciplinary
engineering.
Exercise
IdenBfy
reasons
why
things
go
wrong
if
the
causes
are
known
and
published.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
35

36. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Unit
3
Purpose
To
provide
the
students
with
the
background
for
the
ac(vi(es
performed
by
systems
engineers
in
various
stages
of
system
development.
To
explain
the
difference
between
systems,
products,
processes
and
lifecycles.
Lecture
Introduces
the
systems
development
lifecycle,
project
life
cycles,
waterfall,
spiral,
DERA
and
Cataract
models
of
the
lifecycle,
systems
engineering
standards,
architecture
frameworks
and
the
nature
of
changes
during
the
lifecycle.
Exercise
Compare
the
different
lifecycles
and
recommend
and
defend
the
choice
of
an
opBmal
life
cycle
for
Project
Sukumu.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
36

37. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Unit
4
Purpose
To
provide
a
framework
for
systems
engineering
which
provides
an
understanding
of
why
there
are
many
defini(ons
of,
and
viewpoints
on
systems
engineering.
Lecture
Presents
the
Hitchins-­‐Kasser-­‐Massie
Framework
(HKMF),
maps
the
lifecycles
discussed
in
Unit
3
into
the
HKMF.
Exercise
The
students
determine
the
nature
of
the
different
types
of
problems
faced
by
systems
engineers
in
the
various
phases
of
Layer
2
of
the
HKMF.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
37

38. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Unit
5
Purpose
To
iden(fy
the
quali(es,
knowledge
and
experience
needed
by
junior,
intermediate
and
advanced
systems
engineers
in
various
phases
of
the
system
lifecycle.
Lecture
Discusses
the
role
of
the
systems
engineer
in
projects,
the
skills
needed
to
perform
those
roles,
and
systems
thinking.
Exercise
The
students
will
map
the
skills,
knowledge
and
experience
requirements
from
the
lecture
and
readings
components,
and
external
sources
into
Layer
2
and
Layer
3
areas
of
the
HKMF.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
38

39. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Units
6-­‐11
Purpose
To
iden(fy
the
quali(es,
knowledge
and
experience
needed
by
junior,
intermediate
and
advanced
systems
engineers
in
various
phases
of
the
system
lifecycle.
Lecture
Discusses
the
role
of
the
systems
engineer
in
projects,
the
nature
of
the
problems
being
faced,
the
skills
needed
to
perform
those
roles,
and
systems
thinking.
Exercise
Staffing
exercise
Project
Sukumu
exercise
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
39

40. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Unit
12
• Modelling,
simulaBon
and
other
methodologies,
tools
and
techniques
for
systems
engineering
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
40

41. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Unit
13
• Project
Sukumu
student
presentaBons
• Wrapup
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
41

42. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
HKM
Framework
VerBcal
Dimension
(Hitchins,
2000)
• Layer
5
-­‐
Socioeconomic,
the
stuff
of
regulaBon
and
government
control
• Layer
4
-­‐
Industrial
Systems
Engineering
or
engineering
of
complete
supply
chains/
circles
• Layer
3
-­‐
Business
Systems
Engineering
• Layer
2-­‐
Project
or
System
Layer
• Layer
1-­‐
Product
Layer
42

43. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
HKM
Framework
Horizontal
Dimension
(Kasser
and
Massie,
2001)
A. IdenBfying
the
need
B. Requirements
analysis
C. Design
of
the
system
D. ConstrucBon
of
the
system
E. TesBng
of
the
system
components
F. IntegraBon
and
tesBng
of
the
system
G. OperaBons,
maintenance
and
upgrading
the
system
H. Disposal
of
the
system
43

44. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
HKM
Framework
Problem
solving/risk
miBgaBon
Shenhar
and
Bonen,
1997
• Three
levels
of
system
scope
– Hitchins’
lower
three
layers
• Four
levels
of
technological
uncertainty
(risk)
– Type
a
—
Low-­‐Technology
Projects.
– Type
b
—
Medium-­‐Technology
Projects.
– Type
c
—
High-­‐Technology
Projects.
– Type
d
—
Super-­‐High-­‐Technology
Projects
44

45. The
HKM
Framework
45

46. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Topics
• The
stakeholders
• The
stakeholder
needs
• The
design
of
the
course
• The
PBL
exercises
• The
knowledge
units
• Assessment
and
grades
• Summary
• QuesBons
and
comments
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
46

47. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
ObjecBves
in
assessment
and
grading
• Provide
a
measure
of
criBcal
thinking
skills*,
deep
learning
(modified
Biggs
1999)
and
systems
engineering
knowledge.
Step
Descrip(on
Grade
Grade
(Oz)
(US)
0.
Confused
fact-­‐finder
E
P2
1.
Biased
jumper
D
P1
2.
Perpetual
analyser
C
C
3.
PragmaBc
Performer
B
D
4.
Strategic
re-­‐visioner
A
HD
*
From
Wolcog
and
Gray
2003
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
47

48. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-­‐22
RüR
ü
June).
Summary
• The
stakeholders
• The
stakeholder
needs
• The
design
of
the
course
• The
PBL
exercises
• The
knowledge
units
• Assessment
and
grades
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
48

49. QuesBons
and
comments
hgp://au.geociBes.com/g3zcz/
49