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

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

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    An innovative introductory course to systems engineering teaching.pptx An innovative introductory course to systems engineering teaching.pptx Presentation Transcript

    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • Steps  for  CriBcal  Thinking  4  April  2013   Developed  under  a  grant  from  The  Leverhulme  Trust   8  
    • Steps  for  CriBcal  Thinking   Developed  under  a  grant  from  The  4  April  2013   9   Leverhulme  Trust  
    • Steps  for  CriBcal  Thinking  4  April  2013   Developed  under  a  grant  from  The  Leverhulme  Trust   10  
    • Steps  for  CriBcal  Thinking  4  April  2013   Developed  under  a  grant  from  The  Leverhulme  Trust   11  
    • Steps  for  CriBcal  Thinking  4  April  2013   Developed  under  a  grant  from  The  Leverhulme  Trust   12  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • 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  
    • The  HKM  Framework   45  
    • 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  
    • 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  
    • 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  
    • QuesBons  and  comments   hgp://au.geociBes.com/g3zcz/   49