INCOSE
International Council on Systems Engineering
Chapter ITALIA
Proposta di Curriculum
per
Master Universitario
in
Systems Engineering
Preparato da:
Vincenzo Arrichiello
Carlo Leardi
Enrico Mancin
Redatto da:
Vincenzo Arrichiello
© 2011 INCOSE - Chapter Italia, All Rights Reserved
INCOSE
International Council on Systems Engineering
Chapter ITALIA
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INDICE
1 Introduzione ..................................................................................................................1 1.1 International Council on Systems Engineering ....................................................... 1 1.1.1 INCOSE Statement on Systems Engineering Education ................................ 2 1.1.2 Contributi di INCOSE alla definizione dei programmi di formazione in
Systems Engineering .................................................................................................... 3 1.2 Struttura del documento ......................................................................................... 4 2 INCOSE Systems Engineering Competencies Framework [1] ..................................... 5 2.1 Competency Areas ................................................................................................. 6 2.2 Basic Skills and Behaviours .................................................................................... 9 2.3 Supporting Techniques ........................................................................................... 9 3 Reference Systems Engineering Curricula ................................................................. 11 3.1 A Report on Curriculum Content for a Graduate Program in Systems Engineering:
A Proposed Framework (2007)[2] .................................................................................. 11 3.1.1 Review of SE programs and curriculums ..................................................... 11 3.1.2 Survey of systems engineering skills and competencies .............................. 13 3.1.3 Gaps Analysis in the SE Programs .............................................................. 14 3.1.4 Proposed framework .................................................................................... 17 3.1.5 Descriptions of the topical areas .................................................................. 19 3.2 Mapping Space-Based Systems Engineering Curriculum to Government-Industry
Vetted Competencies for Improved Organizational Performance, Alice Squires, Wiley
Larson, and Brian Sauser [3].......................................................................................... 25 3.3 Evolving the INCOSE Reference Curriculum for a Graduate Program in Systems
Engineering, Alice Squires and Robert Cloutier [4] ........................................................ 36 3.3.1 Introduzione.................................................................................................. 36 3.3.2 Background .................................................................................................. 37 3.3.3 L’evoluzione del Framework ......................................................................... 40 3.4 Graduate Reference Curriculum in System Engineering (GRCSE™)[5]............... 43 3.4.1 Introduzione.................................................................................................. 43 3.4.2 Struttura del GRCSE™ ................................................................................ 45 3.4.3 Program Objectives e Program Outcomes ................................................... 46 3.4.4 Expected Student Background ..................................................................... 51 3.4.5 "Architectural Framework" ............................................................................ 52 3.4.6 "Core Body of Knowledge ............................................................................ 53 4 Sintesi ......................................................................................................................... 55 5 Curriculum suggerito per Master Universitario in Systems Engineering ..................... 58 5.1 Struttura del curriculum ......................................................................................... 58 5.2 Contenuti dei corsi ................................................................................................ 59 5.2.1 Fundamentals of Systems Engineering ........................................................ 59 5.2.2 Fundamentals of Software Systems Engineering ......................................... 59 5.2.3 Introduction to Systems Engineering Management ...................................... 59 5.2.4 Mission Needs, System Concept, System Requirements, Requirements
Analysis 60 5.2.5 Systems Architecture, Systems Design and Development ........................... 60 5.2.6 Modeling, Simulation and Optimization ........................................................ 60 INCOSE Italia (25/01/2012) [V.Arrichiello-(ed.)] © 2011 INCOSE-Chapter Italia, All Rights Reserved
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5.2.7 Systems Integration and Test, Field Testing ................................................ 60 5.2.8 Manufacturing, Production, Operations, Retirement ..................................... 61 5.2.9 Systems Suitability: Quality, Safety, Reliability, Supportability ..................... 61 5.2.10 Decisions, Risks and Uncertainty ................................................................. 61 5.2.11 Configuration Management, Information Management ................................ 62 5.2.12 Project Management, Finance, Economics, Accounting .............................. 62 5.2.13 Enterprise Systems ...................................................................................... 62 5.2.14 Acquisition and Supply ................................................................................. 63 5.2.15 Systems Thinking ......................................................................................... 63 5.2.16 Creativity and Problem Solving .................................................................... 63 5.3 Importanza relativa dei corsi ................................................................................. 64 6 Riferimenti Bibliografici ............................................................................................... 65 7 Appendici ....................................................................................................................66 INCOSE Italia (25/01/2012) [V.Arrichiello-(ed.)] © 2011 INCOSE-Chapter Italia, All Rights Reserved
INCOSE
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1 Introduzione
Il presente documento rappresenta un primo contributo del Chapter Italia del
"International Council on Systems Engineering" in supporto alla costituzione di un
Master Universitario in Systems Engineering in ambito Accademico italiano.
1.1 International Council on Systems Engineering
L'International Council on Systems Engineering (INCOSE) e' la principale
organizzazione professionale dei System Engineer a livello internazionale.
La associazione, costituitasi nel 1990 con l'obiettivo di "to develop and disseminate
the interdisciplinary principles and practices that enable the realization of successful
systems."
riunisce piu' di 8000 professionisti, e conta la adesione di oltre 70 organizzazioni
(industriali, governative ed accademiche).
La missione dichiarata di INCOSE è: "Share, promote and advance the best of
systems engineering from across the globe for the benefit of humanity and the
planet."
"INCOSE is also a learned society and as such it cares about the education and
training of new entrants in the profession, about the continuing education of the
professionals it represents, and about research conducted in the field."
In conseguanza degli obiettivi postisi, INCOSE profonde un elevato impegno nel
favorire e supportare lo sviluppo di iniziative di formazione ed addestramento per la
disciplina del Systems Engineering.
Tale impegno è affermato anche nel sito web della associazione nella forma di
"Statement on Systems Engineering Education"
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INCOSE
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1.1.1 INCOSE Statement on Systems Engineering Education
"INCOSE believes strongly that:
a “systems perspective” and the fundamental principles of systems engineering have
an important role in the education of all engineers regardless of their specialty. This
will strengthen the general recognition that most of today’s engineering tasks are
performed in multi-disciplinary teams, and
degree granting programs in systems engineering must be encouraged and
supported.
INCOSE believes that the choice of the best suited approach to systems engineering
education rests with the academic institutions. The latter, in dialogue with industry
and other systems engineering employers are best suited to determine what
programs meet the needs of their constituency. INCOSE strives to provide a forum
for the faculties and students of these programs. Nurturing young Systems
Engineering graduates and providing a professional home for them is an essential
objective of our professional society.
INCOSE’s policy statement:
INCOSE, in recognition of the need for academic education in Systems
Engineering, advocates that academic institutions offer more engineering
degree programs with strong components in Systems Engineering, and
supports academic institutions that have chosen to offer programs that lead to
degrees in Systems Engineering."
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1.1.2 Contributi di INCOSE alla definizione dei programmi di formazione
in Systems Engineering
La attività orientata agli aspetti di formazione all'interno di INCOSE è stata,
storicamente sviluppata attarverso l'opera di diversi gruppi di lavoro.
Tra questi principalmente:
• Education Measurement Working Group (Concept of Operations of a Systems
Engineering Education Community - 2004)
• Academic Council (A Proposed Framework For A Reference Curriculum For
a Graduate Program in Systems Engineering - 2007)
Molte iniziative sono state implementate in collaborazione con organizzazioni
accademiche.
La più recente di tali iniziative è il programma BKCASE (Body of Knowledge and
Curriculum to Advance Systems Engineering)
Il progetto BKCASE, guidato da una partnership tra lo Stevens Institute of
Technology e la Naval Postgraduate School, ha l'obiettivo di sviluppare due prodotti:
• Body of Knowledge in systems engineering (SEBoK)
• Graduate Reference Curriculum in Systems Engineering (GRCSE™)
In particolare il SEBoK è previsto formare la base di riferimento per il GRCSE™.
Hanno dato la propria adesione alla iniziativa, oltre ad INCOSE, le seguenti
organizzazioni:
• U.S. Department of Defense
• Association for Computing Machinery (ACM)
• Institute of Electrical and Electronics Engineers (IEEE) Systems Council
• Institute of Electrical and Electronics Engineers (IEEE) Computer Society
• National Defense Industrial Association (NDIA) Systems Engineering Division
• Systems Engineering Research Center
La partecipazione al progetto comprende circa 50 autori e circa 280 revisori
provenienti da organizzazioni di tutto il mondo; tra questi una larga maggioranza
sono membri di INCOSE.
Il programma del progetto prevede le seguenti prossime milestone:
• SEBoK v0.50 September 2011 - Expect availability for public review in a Wiki
format
• GRCSE™ v0.50 December 2011 - Expect availability for public review in a
Wiki format
• SEBoK v1.0 September 2012 -Expect public availability in Wiki format
• GRCSE™ v1.0 December 2012 -Expect public availability in Wiki format
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1.2 Struttura del documento
Obiettivo della formazione di Systems Engineer è lo sviluppo delle competenze
necessarie per poter svolgere con efficacia i compiti di tale professione; pertanto un
essenziale riferimento per la valutazione della struttura e contenuti di un Curriculum
di Systems Engineering è rappresentato da un "Systems Engineering Competencies
Framework "
Prima di analizzare i più recenti Curricula di riferimento elaborati in ambito INCOSE,
viene quindi descritto, in forma sintetica il Systems Engineering Competencies
Framework sviluppato da INCOSE.
Sono presi a riferimento i seguenti Curricula di Systems Engineering:
1. A Report on Curriculum Content for a Graduate Program in Systems
Engineering: A Proposed Framework, Rashmi Jain, Dinesh Verma
2. Mapping Space-Based Systems Engineering Curriculum to GovernmentIndustry Vetted Competencies for Improved Organizational Performance, Alice
Squires, Wiley Larson, and Brian Sauser
3. Evolving the INCOSE Reference Curriculum for a Graduate Program in
Systems Engineering, Alice Squires and Robert Cloutier
4. Graduate Reference Curriculum in System Engineering (GRCSE™)
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2 INCOSE Systems Engineering Competencies
Framework [1]
(Excerpt - editor V.Arrichiello)
"The INCOSE (International Council on Systems Engineering) has developed a
“Systems Engineering Competencies Framework” with the objective “to have a
measurable set of competencies for systems engineering which will achieve national
recognition and will be useful to the enterprises represented by the UKAB” (INCOSE
UK Advisory Board).
The framework was developed by an INCOSE UKAB Working Group [comprised of
representatives from: Atkins, BAE Systems, Brass Bullet Ltd., DSTL, EADS Astrium, General
Dynamics United Kingdom Limited, Harmonic, HMGCC, Loughborough University, Ministry
of Defence, Rolls Royce, SELEX Galileo, Thales, Ultra Electronics, University College
London].
"The Systems Engineering Competencies Framework is based on the following
systems engineering standards:
o International Standards Organisation ISO15288
o Capability Maturity Model Integration
o EIA731
o INCOSE Systems Engineering Body of Knowledge & Handbook
o NASA Handbook
o IEE/BCS Safety Competency Guidelines"
"Systems Engineering ability comprises four key elements:
•
•
•
•
Competencies;
Supporting Techniques;
Basic Skills and Behaviours;
Domain Knowledge."
The following sections contain:
o a synopsis of the Competency Areas
o an example list of Basic Skills and Behaviours
o an example list of Supporting Techniques
"Domain Knowledge will vary from industry to industry. Domain Knowledge
acknowledges that industrial context, the specific commercial environment and types
of supply chain have a big impact on the systems engineering being conducted and
that this will be specific to particular industrial fields. It is therefore difficult to produce
a generic set of competencies for domain knowledge and will be left to the enterprise
implementing these competencies to define what domain knowledge is required."
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2.1 Competency Areas
Competency Area
Description
Systems Thinking
Systems concepts
Super-system capability
issues
Enterprise and
technology environment
Determine and manage
stakeholder
requirements
Architectural
design
Concept
generation
Design for …
Interface
Management
System Design
Holistic Lifecycle view
Functional
analysis
Maintaining
Design
Integrity
The application of the fundamental concepts of
systems thinking to systems engineering. These
include understanding what a system is, its context
within its environment, its boundaries and interfaces
and that it has a lifecycle
An appreciation of the role the system plays in the
super system of which it is a part
The definition, development and production of
systems within an enterprise and technological
environment
To analyse the stakeholder needs and expectations to
establish and manage the requirements for a system
The definition of the system architecture and derived
requirements to produce a solution that can be
implemented to enable a balanced and optimum
result that considers all stakeholder requirements
(business, technical….)
The generation of potential system solutions that meet
a set of needs and demonstration that one or more
credible, feasible solutions exist
Ensuring that the requirements of later lifecycle
stages are addressed at the correct point in the
system design. During the design process
consideration should be given to manufacturability,
testability, reliability, maintainability, safety, security,
flexibility, interoperability, capability growth, disposal,
etc
Analysis is used to determine which functions are
required by the system to meet the requirements. It
transforms the requirements into a coherent
description of system functions and their interfaces
that can be used to guide the design activity that
follows. It consists of the decomposition of higherlevel functions to lower-levels and the traceable
allocation of requirements to those functions
Interfaces occur where system elements interact, for
example human, mechanical, electrical, thermal, data,
etc. Interface Management comprises the
identification, definition and control of interactions
across system or system element boundaries
Ensuring that the overall coherence and cohesion of
the “evolving” design of a system is maintained, in a
verifiable manner, throughout the lifecycle, and retains
the original intent
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Modelling and
Simulation
Select
Preferred
Solution
System
Robustness
Integration &
Verification
Validation
Transition to Operation
Concurrent engineering
Systems Engineering Management
Enterprise Integration
Integration of
specialisms
Lifecycle process
definition
Modelling is a physical, mathematical, or logical
representation of a system entity, phenomenon, or
process. Simulation is the implementation of a model
over time. A simulation brings a model to life and
shows how a particular object or phenomenon will
behave
A preferred solution will exist at every level within the
system and is selected by a formal decision making
process
A robust system is tolerant of misuse, out of spec
scenarios, component failure, environmental stress
and evolving needs
Systems Integration is a logical process for
assembling the system. Systems Verification is the
checking of a system against its design – “did we
build the system right?”. Systems integration and
verification includes testing of all interfaces, data
flows, control mechanisms, performance and
behaviour of the system against the system
requirements; and qualification against the supersystem environment (e.g. Electro Magnetic
Compatibility, thermal, vibration, humidity, fungus
growth, etc)
Validation checks that the operational capability of the
system meets the needs of the customer/end user –
“did we build the right system?”.
Transition to Operation is the integration of the system
into its super-system. This includes provision of
support activities for example, site preparation,
training, logistics, etc
Managing concurrent lifecycle activities and the
parallel development of system elements.
Enterprises can be viewed as systems in their own
right in which systems engineering is only one
element. System Engineering is only one of many
activities that must occur in order to bring about a
successful system development that meets the needs
of its stakeholders. Systems engineering
management must support other functions such as
Quality Assurance, Marketing, Sales, and
Configuration Management, and manage the
interfaces with them.
Coherent integration of Specialisms into the project at
the right time. Specialisms include Reliability,
Maintainability, Testability, Integrated Logistics
Support, Producability, Electro Magnetic
Compatibility, Human Factors and Safety.
Lifecycle Process Definition establishes lifecycle
phases and their relationships depending on the
scope of the project, super system characteristics,
stakeholder requirements and the level of risk.
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Different system elements may have different
lifecycles.
Planning, monitoring
and controlling
Establishes and maintains a systems engineering
plan (e.g. Systems Engineering Management Plan)
which incorporates tailoring of generic processes .The
identification, assessment, analysis and control of
systems engineering risks. Monitoring and control of
progress.
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2.2 Basic Skills and Behaviours
Basic Skills & Behaviour
Abstract Thinking
Knowing when to ask
Knowing when to stop
Creativity
Objectivity
Problem solving
Developing others
Two way communicating
Negotiating
Team working
Decision making
Specific Techniques
Ability to see multiple perspectives, ability to see the big
picture
Asking for advice, engaging an expert, peer review,
requesting training
Pareto, 80:20 rule, decision making skills
Lateral thinking, brainstorming, TRIZ, six thinking hats
Reference of policy, baselining, viewpoint analysis
TQM tools (Cause/effect, force field, pareto etc.), SWOT
analysis, PESTEL analysis, decision trees, logical reasoning
Coaching, mentoring, training
Listening skills, verbal & non-verbal communication, body
language, writing skills, presentation skills
Win-win, bartering, diplomacy, cultural awareness,
stakeholder management, management of expectations
Belbin Team Roles, Meyers-Briggs Type Indicator, TQM
tools (Cause/effect, force field, pareto etc.)
Risk/benefit analysis, pareto analysis, pair-wise comparison,
Decision Trees, Force field analysis, six thinking hats
2.3 Supporting Techniques
Category
Analysis and
Design
Supporting Techniques
Operational Analysis
Behavioural Analysis
Logical Analysis
Physical Analysis
Functional Analysis
Structured Methods
Decision Analysis and
Resolution
Failure Analysis
Lean Design
Management of Margins
Six Sigma Design
Specific Techniques
Event Simulation
Transaction Analysis
N2 Partitioning
DSM
Axiomatic Design
Functional Decomposition
Yourdon
Quality Function Deployment – QFD
SSADM
Agile Methods
OOAD
Trade Studies
FMECA
FTA
FMEA
Statistical Analysis
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Category
Systems
Thinking
Management
Supporting Techniques
System Definition
Estimating
Budgeting
Scheduling
Planning
Change Management
Configuration Management
Progress Monitoring
Technical Risk and Opportunity
Management
Technology Planning
Specialist
Human Factors
Availability Reliability
Maintainability Analysis
Reliability Analysis
Modelling and
Simulation
Testability Analysis
Safety Analysis
Security Analysis
Mathematical Modelling
Graphical Modelling
Physical Modelling
Synthetic Environments
Specific Techniques
SSM
Seven Samurai
COCOMO
COSYSMO
Earned Value Management
Material Requirements Planning (MRP)
Manufacturing Resource Planning (MRP
II)
Network Analysis
Schedule Analysis
Critical Path Analysis
Earned Value Management
Critical Parameter Management
PESTEL, SWOT, Delphi Technique
TRL
SRL
DML
Hierarchical Task Analysis
Reliability Availability Maintainability
(RAM) analysis
Reliability Availability Maintainability
(RAM) analysis
Reliability Availability Maintainability
(RAM) analysis
FMECA, FMEA, HAZOPS
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3 Reference Systems Engineering Curricula
3.1 A Report on Curriculum Content for a Graduate Program in
Systems Engineering: A Proposed Framework (2007)[2]
(Excerpt - editor V.Arrichiello)
"This paper proposes a reference systems engineering curriculum at the graduate
level. This is based on a study of systems engineering programs at 35 Universities in
the US and the correlation of these programs with some published reports from
industry and government on systems engineering competency requirements."
"For the purpose of this research, attention was focused on systems engineering
centric programs as proposed by Fabrycky [2005]. According to Fabrycky [2005]
Systems Engineering Centric (SEC) Program includes “basic and advanced level
programs leading to a bachelors or higher degree in Systems Engineering comprise
a distinct category with a discipline-like focus. Included herein are only those degree
programs where the concentration is designated as Systems Engineering; where SE
is the intended major area of study”.
Whereas Domain Centric Systems Engineering (DCSE) Programs includes
“basic and advanced level programs leading to a bachelors or higher degrees with
the major designated as X Systems Engineering, Systems and X Engineering, etc”.
Domain Centric SE programs were purposely omitted from this study."
3.1.1 Review of SE programs and curriculums
For the initial analysis, the study focused on the core courses for a systems
engineering degree. In some cases, elective courses were included when applicable.
203 graduate courses were analyzed from the 35 universities listed.
Commonalities and Patterns
Course descriptions and outlines were reviewed and an initial set of Topical Areas
(TAs) defined. There were continuously refined as additional information on course
offerings was received. This analysis for looking for overlaps, gaps, redundancies
continued until each course was defined and reviewed through several iterations
[Jain, 2006].
This was done to reduce the confusion caused by multiple course titles for similar
topics, and similar course titles for a diversity of topics.
As the final outcome of this synthesis a comprehensive list of course descriptions
was accomplished that can be used for a proposed SE curriculum framework. Once
the baseline course descriptions [Jain, 2006] were finalized, each course was placed
into one of the four levels listed in Table 3. The final grouping of the sixteen topical
areas into four levels is shown in Table 4.
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Level 0: Foundation
Courses
Pre-systems engineering courses. Students must be competent
in these areas to enter the systems engineering graduate
program.
Level 1: Introductory
Courses
Fundamental systems engineering courses for the beginning
graduate student. These are the initial courses taken in the
systems engineering graduate program.
Level 2:
Core Courses
Required core courses towards the completion of a graduate
degree in Systems Engineering. These are recommended as
core courses in any systems engineering program.
Level 3:
Specialization
Courses
Either advanced courses which focus on systems engineering
niches or special areas related to systems engineering.
Students focus on specialization courses once the initial and
core courses are complete.
Table 3 Levels of Graduate Systems Engineering Topical Areas.
Level
Foundation Courses
Introductory Courses
Core Courses
Specialization
Courses
Topical Area
Mathematics
Probability and Statistics
Fundamentals of Systems Engineering
Introduction to Systems Engineering Management
Systems Design/Architecture
Systems Integration and Test
Quality, Safety and Systems Suitability
Modeling, Simulation and Optimization
Decisions, Risks and Uncertainty
Software Systems Engineering
General Project Management
Finance, Economics, and Cost Estimation
Manufacturing, Production, and Operations
Organizational Leadership
Engineering Ethics and Legal Considerations
Masters Project or Seminar
Table 4 Topical area groupings into curriculum levels.
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3.1.2 Survey of systems engineering skills and competencies
The list of SE Competencies considered for this study is shown in Table 2.
[NdR: questa lista di competenze mostra una sostanziale corrispondenza con quella
del Systems Engineering Competencies Framework descritto al cap.2]
Table 2 SE Competencies
Systems Thinking Holistic Lifecycle view System Design Systems concepts Determine and Architectural manage stakeholder Design requirements Super‐system System Concept capability issues Requirements Generation Systems Engineering Management Concurrent engineering Enterprise Integration Integration of Design for Specialisms requirements of later life cycle stages Functional Analysis Lifecycle process definition Business and technology environment System Robustness Integration & Verification Validation Interface Management Planning, monitoring and controlling Maintaining Design Logistics and Integrity Operation Modeling and Simulation Select Preferred Solution Transition to Operation Proposta di Curriculum per Master Universitario in Systems Engineering
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3.1.3 Gaps Analysis in the SE Programs
The topical areas and their curriculum level groupings were next cross referenced to
industry needs through a Quality Function Deployment (QFD) exercise to identify
gaps in the process or gaps in the ability to meet industry needs, as shown in Figure
5. This process was repeated until industry needs were sufficiently addressed and
the topical areas were refined into a suggested SE curriculum. The correlation is
analyzed in terms of “Strong Positive”, “Medium Positive”, “Weak Positive”, “No
correlation” categories as shown in Figure 4.
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Figure 4 Gap Analysis represented in a QFD Matrix.
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Correlation of the topical areas offered by Academia with SE competencies
desired by Government and Industry
The gap analysis identified the following industry required SE competencies as not
being addressed adequately by the courses offered in the current SE centric
programs:
• System concepts
• Architectural design
• Modeling and simulation
The next level of SE competencies identified as not being adequately covered by the
existing course offerings are:
• System requirements
• Determine and manage stakeholder requirements
• Super-system capability issues
In order to fill-up the gaps as identified above the topical areas in the existing SE
course offerings that have to be revised and modified are:
o Level 1: Introductory Courses
• Fundamentals of SE
o Level 2: Core course
• System design/architecture
• Systems integration
• Quality, safety, and systems suitability
• Decisions, risks and uncertainty
Correlation within the identified topical areas
The second category of gaps in the analysis is amongst and within the sixteen topical
areas identified. This category of correlation indicates how one topical area is related
to the others. The research revealed that the following three core courses had weak
relationship or absence of any relationship with the other topical areas:
• Quality, safety, and systems suitability
• Modeling, simulation and optimization
• Decisions, risks and uncertainty
The most serious gaps were noticed between the above three core courses and the
three specialized/elective courses below:
• General project management
• Finance, economics, and cost estimation
• Organizational leadership
While the intent of this correlation is not to suggest a tight coupling between all
topical areas and resulting courses, rather the desire is to embed enough correlating
themes in these courses to allow the emergence of an appreciation for the
crosscutting implications of the topics when applying a systems approach.
The requirement for a Master’s Thesis will be the most effective way of integrating
the concepts from the individual courses and applying them to a research problem.
Academic programs which do not have thesis requirement can address this by
incorporating capstone courses that pull together concepts from multiple courses.
Some programs have successfully introduced case-study method of teaching to
create linkages between the different courses being taught within a graduate SE
curriculum.
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3.1.4 Proposed framework
A framework for a reference curriculum in systems engineering at the graduate level
that was proposed to the INCOSE Academic Council in our report [2007] is proposed
herein.
The proposed framework takes into consideration the commonalities and patterns in
SE education content as it is taught today.
The focus is only on the knowledge content of the curriculum and not on behavioral
skills and domain application related content.
Both these aspects are necessary to be addressed in a SE curriculum. However, the
emphasis, pedagogy, and concepts to be used will vary depending upon the sociocultural aspects of the region, organizational practices, and relevance to an
application domain. As a result there may be many different approaches to
addressing these topics in a curriculum.
One of the main objectives of proposing a reference curriculum of SE is to try to
bridge the gap between the expected systems engineering competencies by the
potential employers and the graduate SE program curriculums.
The framework is proposed to support the development of new graduate programs in
systems engineering and the enhancements to the existing SE graduate programs.
The proposed framework has the following three dimensions:
•
Topical Area: A list of graduate SE courses that are being offered at the
graduate level was compiled. This list was expanded with identified required
courses in systems engineering based on the results of the curriculum
analysis. The graduate courses were then categorized based on the topical
areas covered, and commonalities in learning concepts in each course. The
proposed framework has 16 topical areas of systems engineering courses.
•
Level: The graduate courses analyzed by us include both sciences and
applied sciences for systems engineering. Level defines the state of our
knowledge and understanding of a given topical area. Level is required to
increase the understanding by sequencing these courses in the order of
fundamentals and advanced courses. Identification of levels helps laying down
the foundation for courses and promotes cognitive systems thinking. The
proposed framework identifies 4 levels of graduate courses.
•
SE Competencies: The identified areas of graduate level systems
engineering courses are correlated with systems engineering competencies
that the industry needs from their SE majors. This correlation was explained in
detail in the previous section of the paper.
The Figure 6 shows the proposed framework in two dimensions, namely level and
topical area.
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Figure 6 A proposed reference SE curriculum framework.
The proposed framework does not provide guidance on the number and names/title
of courses that a graduate program can have under each topical area. Individual
graduate programs may want to reference the proposed framework and not be
constrained by it in any way.
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3.1.5 Descriptions of the topical areas
3.1.5.1 Level 0: Foundation Courses
Foundation courses may be offered as prerequisites to a systems engineering
program,
where the students are given the option to show competency in each area through
testing. However, if the testing indicates, the courses should be successfully
completed before continuing in the program. The course descriptions for the two
topical areas of foundation courses are shown below.
General Mathematics
Foundational Mathematics courses cover Numerical methods of continuous
and discrete-time linear systems; Continuous-time and discrete-time
stochastic processes; Linear or Matrix Algebra; Linear programming; Ordinary
and partial differential equations; Bessel and Legendre functions; Fourier,
Laplace, Z-transforms, etc... as required to support the level of mathematics
used in the introductory, core and advanced graduate level courses.
Probability and Statistics
Foundational Probability and Statistics courses cover probability theory
including the Central Limit Theorem and probability distribution, density and
mass functions; Classical and Bayesian statistics; Normal (Gaussian),
Poisson, Gamma, Exponential, Laplace, Cauchy, and Rayleigh distributions;
Markov processes; Design of Experiments and Hypothesis Testing; Least
squares optimization; etc. as required to support the level of statistics used in
the introductory, core and advanced graduate level courses.
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3.1.5.2 Level 1: Introductory Courses
Introductory courses are the initial courses the student should complete when
starting a graduate level systems engineering program. The course descriptions for
the two topical areas for introductory courses are shown below.
Fundamentals of Systems Engineering
This course provides the student with a broad introduction to the fundamental
principles, processes, and practices associated with the application of
Systems Engineering across the system life cycle. The student will develop an
understanding of the skills necessary to translate needs and priorities into
system requirements, and develop derived requirements, forming the starting
point for engineering of complex systems. Key topics include methods and
standards; concept definition; interface definition; requirements development
and management; system baseline definition and management; system
architecture development; integrated schedule management and analysis; risk
assessment; systems integration, verification and validation; mathematical and
graphical tools for system analysis and control, testing and evaluation of
system and technology alternatives; reliability and maintainability; design
trade-offs and trade off models. The course will cover the integrative nature of
systems engineering and the breadth and depth of the knowledge that the
systems engineer must acquire concerning the characteristics of the diverse
components that constitute the total system.
Introduction to Systems Engineering Management
This course addresses the fundamental principles of engineering management
in the context of systems engineering and explores issues related to effective
technical planning, scheduling and assessment of technical progress, and
identifying the unique challenges of the technical aspects of complex systems
and systems of systems and ability to control them. Topics will include
techniques for life cycle costing, performance measurement, modern methods
of effective engineering management, quality tools, quality management,
configuration management, concurrent engineering, risk management,
functional analysis, conceptual and detail design assessment, test evaluation,
and systems engineering planning and organization, communication and SE
management tools and techniques. The course covers an examination of
processes and methods to identify, control, audit, and track the evolution of
system characteristics throughout the system life cycle. The course includes
the development of a Systems Engineering Management Plan, Integrated
Master Schedule and/or Integrated Master Plan.
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3.1.5.3 Level 2: Core Courses
Core courses are required courses for completion of a graduate degree in Systems
Engineering. The course descriptions for the six topical areas for core courses are
shown below.
Systems Design/Architecture
This course is focused on concepts and techniques for architecting systems
and the process of developing and evaluating architectures. The course
includes generating a functional, physical and operational architecture from a
top level operations concept for the allocation and derivation of componentlevel requirements. Both structured analysis and object oriented approaches
will be discussed as well as the generation of executable architecture models
for evaluating the behavior of candidate system concepts. Additional topics
include interface design; architecture frameworks; enterprise engineering;
design for reliability, maintainability, usability, supportability, producibility,
disposability, and life cycle costs; validation and verification of systems
architecture; the analysis of complexity; methods of decomposition and reintegration; trade-offs between optimality and reusability; the effective
application of COTS; and practical heuristics for developing good
architectures. Specialized areas of design and architecture may be addressed,
such as spacecraft design, design of net centric systems, or smart engineering
systems architecture.
Systems Integration and Test
This course covers technologies and methodologies related to integrating
large systems. The course focuses on the importance of structuring and
controlling integration and test activities. Interactions with other system
engineering topics such as system modeling techniques and risk management
techniques are discussed. Topics include establishing a baseline control
during the integration and test phases; cognitive systems engineering and the
human-systems integration in complex systems environments; establishment
of criteria for planning tests; the determination of test methods; subsystem and
system test requirements; formal methodologies for measuring test coverage;
sufficiency for test completeness; and development of formal test plans to
demonstrate compliance. Also covered are methods of developing acceptance
test procedures for evaluating supplier products.
Quality, Safety, and Systems Suitability
This course presents the managerial and mathematical principles and
techniques of planning, organizing, controlling and improving the quality,
safety, reliability and supportability of a system throughout the system life
cycle. This course covers quality related topics including fitness for use, quality
costs, quality planning, statistical quality control, experimental design for
quality improvement, concurrent engineering, continuous improvement and
quality programs such as ISO 9001:2000, ISO 14001, CMMI, Malcolm
Balridge and TQM. Reliability related topics covered include reliability
prediction using discrete and continuous distribution models. Supportability
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related topics include system supportability engineering methods, tools, and
metrics and the development and optimization of specific elements of logistic
support. Safety is a key theme throughout the course.
Modeling, Simulation and Optimization
This course covers advanced topics in modeling, simulation and optimization
of system performance. In general, simulation, modeling and optimization
approaches are applied to solve multidisciplinary engineering problems. A
high-level simulation language is used to model the system and examine
system performance. Other forms of modeling are also investigated and
discussed. Systems considered include, but are not limited to, manufacturing
systems, computer-communication networks, and computer systems.
Probabilistic and statistical methods are applied as needed. Sensitivity
analysis associated with the optimal solution is also discussed in detail using
both geometric and algebraic methods. Includes constrained and
unconstrained optimization problems.
Decisions, Risks and Uncertainty
This course uses advanced probability and statistics to provide the student
with a methodology for making complex decisions under a high degree of risk
and uncertainty. Areas of risk and uncertainty addressed include, but are not
limited to, human safety, product reliability versus liability, quality control,
environmental impact, and financial uncertainty. Classical statistics and
Bayesian analysis based approaches are compared and contrasted. Design of
experiments and research methods are reviewed in the context of collecting
and organizing data in a manner that supports both hypothesis testing and
rational and coherent decision making. The course includes a review and
application of utility theory, game theory, Markov chains, Monte Carlo
methods, decision trees, event trees, probability models, multiobjective
models, cost-benefit analyses, reliability and hazard analyses, multiple
regression analysis, opportunity loss and value of additional information. A
basic foundation in probability and statistics is required.
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3.1.5.4 Level 3: Specialization Courses
Specialization courses are either advanced courses which focus on systems
engineering niches or courses in special areas related to systems engineering. The
course descriptions for the six specialization courses are shown below.
Software Systems Engineering
This course covers software engineering principles, software tools and
techniques, and the software development process as applied to the
development of software systems. Software focused methodologies are
discussed, including structured analysis (SA), object-oriented (OO)
development, the Unified Modeling Language (UML), and the use of formal
methods. Topics include software requirements elicitation, contemporary
issues in information systems architectures and architecture synthesis,
software engineering and the basic concepts of software development,
software-unique aspects of project management, software development
facilities, technologies and management trends in software engineering today
and software life cycle processes including planning considerations for product
definition, development, test, implementation, and maintenance.
General Project Management
This course is an introduction and overview of project management that
addresses all the phases of project management across the system life cycle.
Management of each engineering discipline and the applicable support areas
of the organization are included. The course will focus on both the technical
tools and human side of project management. Focus areas include: the project
plan, risk management, conflict management, effective communications,
project assessment techniques, project and organizational learning, lean
thinking, cost, schedule planning and control, structuring of performance
measures and metrics and process control. A discussion and review of project
management deliverables will include: Request for Proposal (RFP), Statement
of Work (SOW), Work Breakdown Structure (WBS), and Critical Path Network
(CPN).
Finance, Economics, and Cost Estimation
This course reviews the basics of financial management, engineering
economics and system life cycle (SLC) cost estimation. Concepts addressed
include financial accounting, engineering economic analysis, microeconomic
theory, cost-benefit and cost-effectiveness calculations, activity-based costing,
design-to-cost, cost as an independent variable and total system cost. Tools
and advanced techniques in support of these concepts and the decision
making process will be used throughout the course.
Manufacturing, Production, and Operations
This course is focused on manufacturing engineering and its role in the system
engineering life cycle. Topics covered include lean manufacturing with detailed
coverage of Just In Time (JIT) tools, computer-aided manufacturing,
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production planning and scheduling, manufacturing models and operating
constraints, materials management, facilities design, capacities planning, the
theory of constraints, inventory management, resource balancing and quality
control.
Organizational Leadership
This course reviews organizational management and leadership from a
complex systems perspective. External and internal factors and the conceptual
framework and skills needed to manage and lead the organization of the future
are covered. Focus areas include current effective practices, negotiating,
cross-cultural communication, teamwork, alliances, learning, global
performance, strategic management and organizational transformation.
Models will be developed for a variety of areas including marketing, finance,
organizational behavior, operational management, etc. Each student will
complete a project that emphasizes the application of these concepts to an
organizational setting.
Engineering Ethics and Legal Considerations
This course covers legal considerations and ethical reasoning related to
systems engineering and engineering management -- applied at domestic,
national and international levels. Topics include current global issues,
documented case studies, the role of legal counsel, potential liabilities and
various areas of law including employment law and contract law.
Masters Project or Seminar
This is an individual or group project or thesis, optionally delivered in a seminar
format that focuses on one or more aspects of systems engineering and,
depending on the level of effort and work products, can count towards one or
two course credits.
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3.2 Mapping Space-Based Systems Engineering Curriculum to
Government-Industry Vetted Competencies for Improved
Organizational Performance, Alice Squires, Wiley Larson, and
Brian Sauser [3]
(Excerpt – editor C. Leardi)
Viene presentato un metodo per valutare e migliorare l’adesione della formazione
accademica statunitense, nell’ambito dell’Ingegneria dei Sistemi, alle necessità
espresse dalle organizzazioni governative e dai settori industriali di riferimento.
L’ambito utilizzato per la dimostrazione è quello dell’industria areo-spaziale.
Sono stati considerati programmi con contenuti specifici di livello graduate di nove
università e tre master. I corsi in oggetto sono stati mappati su: dieci aree di
competenza “competencies”, trentasette capacità “capabilities” e quattro livelli di
abilità “proficiency”. Tale approccio, basato sulle competenze, presenta anche
l’opportunità’ per le aziende di migliorare il livello di abilità ed i programmi formativi
dei propri dipendenti.
Nell’introduzione si evidenzia l’importanza di una completa e puntuale applicazione
dei principi guida dell’ingegneria dei sistemi per limitare i rischi di fallimento dei
progetti. Il settore aereo-spaziale presenta tuttavia una cronica lacuna di competenza
specifiche nelle materie scientifiche, tecniche ed in particolare nell’ingegneria dei
sistemi. Cio’ è anche vero per altri settori industriali laddove l’ingegneria dei Sistemi è
nodale.
Viene proposto pertanto un metodo basato su trentasette capacità e quattro livelli di
competenza per poter colmare il disallineamento tra livelli educativi ed
addestramento specifico richiesto nell’ambito lavorativo.
Una corposa ed esaustiva base di dati dei corsi universitari di livello graduate con
contenuti specifici e di svariate analisi sullo stato dell’arte nell’industria e nell’ambito
istituzionale statunitense costituiscono il punto di partenza di questo lavoro.
Si riassume il punto di vista accademico e quello industriale/governativo con le due
tabelle che seguono:
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Tabella I. stato dell’arte dal punto di vista accademico con classificazione dei corsi in
quattro livelli.
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Tabella II: Stato dell’arte dal punto di vista industriale/governativo con indicazione del
grado di criticità.
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E’ importante rimarcare come due aggiunte a quanto già pubblicato in precedenza
consentano di mappare al meglio le necessità nel mondo aereo-spaziale.
• quattro livelli di abilità: partecipazione, applicazione, gestione, guida
• tre livelli di criticità: critico, necessario, opzionale.
In particolare le capacita’ riconosciute come critiche o almeno necessarie
costituiscono la baseline di riferimento per la formazione professionale di un
Ingegnere dei Sistemi.
Sono forniti esempi di mappatura delle opportunita’ formative specifiche fornite dal
modo accademico, quali lo Stevens Institute of Technology Space Systems
Engineering Master of Engineering degree.
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Il processo proposto per una tassonomia dell’Ingegneria dei Sistemi consiste nei
seguenti passi:
1) L’offerta formativa di tre università
rappresentative dell’area statunitense
e di diverse punti di approcci accademici
sono confrontate con le capacita’ ed i livelli.
di competenza richiesti dal mondo industriale.
ed istituzionale.
2) In questo passo sono evidenziate
le opportunita’ di sperimentazione delle tecniche
proposte ai diversi livelli richiesti nella vita
professionale di un Ingegnere dei Sistemi:
Livello I: Apprendimento e partecipazione
Livello II: Esecuzione
Livello III e IV: Gestione e guida
3) Questo passo è sia possibile
a livello di formazione accademica che
nell’ambito industriale. La valutazione
richiede anche l’identificazione di aree
“deboli” perché formalmente presentate
ma ad un livello non sufficiente rispetto
a quanto richiesto nella vita lavorativa.
Mappatura dell’offerta formativa
Valutazione dei livelli di abilità
Identificazione delle lacune formative
4) Le lacune evidenziate consentono
Definizione di un piano correttivo
di implementare alcuni dei seguenti miglioramenti:
- Eliminazione di ridondanze
- Rafforzamento delle competenze insufficienti
- Incremento della attività pratiche
- Estensione dei corsi ben al di là della zona personale di comfort
- Esposizione di casi e difficoltà’ attuali
- Relatori rappresentativi esterni per tematiche strategiche e di specializzazione
- Tematiche specifiche dell’area aereo-spaziale
- Esercitazioni basati sull’apprendimento dagli errori
Si propone l’esempio dello Stevens Institute of Technology:
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Tabella VII: Mappatura delle capacita’ richieste a livello industriale/istituzionale per lo
Stevens Institute of Technology.
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Tabella VIII: La mappatura delle capacità con i livelli di abilità
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Nelle conclusioni si rimarca quanto questo processo sia utilizzabile non solo a livello
accademico ma anche di organizzazioni ed aziende qualora sia disponibile un
modello di competenze di riferimento per la validazione.
Tre appendici e la bibliografia seguono descrivendo quanto segue nel dettaglio:
Appendice A)
Le specifiche attività per ogni punto sono proposte in accordo con le principali norme
e guide di Ingegneria dei Sistemi. Si evidenzia, a titolo di esempio la classica area
della “Progettazione del Sistema”:
2. System Design. System Design starts with defining the stakeholder expectations, translating these
expectations to technical requirements, decomposing the technical requirements into derived specification
requirements, and generating and selecting the system design solution. Capabilities within this competency area
are defined as follows:
2.1. Define/Manage Stakeholder Expectations: This capability covers the ability to identify all relevant
stakeholders, obtain their expectations, and translate, validate, baseline, and manage those expectations
throughout the project lifecycle.
2.2. Define Technical Requirements: This capability includes defining the technical problem scope and the
related design and product constraints; converting functional and behavioral expectations to technical
requirements; defining Technical Performance Measures (TPMs); and validating and baselining the technical
requirements.
2.3. Logically Decompose System: Under this capability, derived requirements are identified, allocated,
validated,and baselined. Derived requirement conflicts are identified and resolved, and the baseline
specifications are developed.
2.4. Define System Design Solution: The system design solution is developed by first defining, analyzing, and
selecting the best system design alternative; and then generating, verifying, and baselining a full design
description for the selected design solution
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Appendice B)
Sono proposti e adottati a titolo di guida i livelli di abilità della NASA’s Academy of
Program/Project and Engineering Leadership.
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Appendice C)
I corsi offerti dalle nove università e i tre master in Ingegneria dei Sistemi sono
categorizzati come segue:
Core (C) courses are typically referred to in the curriculum as core courses. These are defined as those
specific courses that all students must take to obtain the degree or certificate. In some cases there may be a
choice between multiple courses; however, core courses are primarily individual courses, all of which
must be taken to satisfy the core requirements.
Required (R) courses are noncore courses that are not referred to as electives yet are also not related to the
technical depth in the core subject, but they are still required to complete the degree or certificate.
Specialty (S) or Special Topic courses are noncore courses that may be called required or elective courses,
but are focused on space, systems, or engineering; provide content-related technical depth; and are required
to obtain the degree or certificate being analyzed. There are usually two or more courses to choose
from to meet technical depth requirements. In cases where specialty courses are not specifically listed for
the degree, the categories or topics of the specialty courses are substituted in the analysis.
Thesis/Project (TP) courses are typically the capstone courses that allow the student to complete individual
or team research in an area of specialty. These courses typically range from one course to four courses worth
of credit hours and are suggested for completion towards the end of the student’s degree.
Other (O) courses represent the remaining courses that do not fall into one of the above categories, but are
still required to obtain the graduate degree or graduate certificate.
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3.3 Evolving the INCOSE Reference Curriculum for a Graduate
Program in Systems Engineering, Alice Squires and Robert
Cloutier [4]
(Excerpt - editor E.Mancin)
Evolvere l’INCOSE Reference Curriculum verso un programma di laurea in
Systems Engineering
Descritto il “Curriculum Framework” così come documentato in paragrafo 3.1 della
presente proposta di Curriculum per Master Universitario in Systems Engineering,
l’intento è quello di suggerirne una possibile evoluzione nel pieno rispetto delle
indicazioni fornite da International Organization for Standardization
(ISO)/International Electrotechnical Commission (IEC) 15288 Systems and
Software Engineering—System Life Cycle Processes standard [ISO/IEC 15288,
International Organization for Standardization, Geneva, 2008].
3.3.1 Introduzione
L’eccezionale crescita dell’offerta mondiale di master per Systems Engineering che
si rileva nell’ultima decade è indicativa dell’importanza della formazione di Systems
Engineers per l’industria, i governi e le amministrazioni. Ciò consente oggi effettuare
analisi statisticamente rilevanti su Università e su conseguente erogazione di corsi
universitari direttamente e strettamente correlati con il Systems Engineering. Oggi,
l’INCOSE ha compilato una lista di 108 Systems Engineering academic programs.
Questi programmi sono svolti in tutto il mondo, come mostrato in Tabella 1, dove
nella prima si illustra il numero di programmi per paese e nella seconda il numero di
programmi per stato degli USA.
Al fine di mettere a disposizione un valido supporto per lo sviluppo di nuovi
curriculum per il Systems Engineering e per una loro valutazione rispetto alle linee
guida internazionali, si suggerisce un'ulteriore evoluzione del “Curriculum
Framework”. Questa evoluzione può essere utilizzata per comparare e mettere in
contrasto programmi esistenti, inclusi quelli globalmente offerti a distanza, così come
anche per identificare aree dove i programmi possono essere migliorati o
nuovamente concepiti al fine di colmare esistenti gap.
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Tabella 1 INCOSE Directory of Systems
Engineering Academic Programs
Tabella 2 INCOSE Directory of U.S.
Systems Engineering Programs
3.3.2 Background
Il complesso lavoro di categorizzazione e catalogazione riportato nel “Curriculum
Framework” ha visto l’applicazione di un approccio iterativo per arrivare ad
assegnare ognuno dei 203 corsi presi in esame ad una delle 16 aree primarie
ordinate in 4 livelli di categorie di corso come illustrato in
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Tabella 3. Baseline SE Curriculum Framework Course Categories and Types
[Squires, 2007]
Il risultato finale di dettaglio del ciclo di iterazioni viene mostrato in Tabella 4. Le
categorie identificate includono prerequisito (Pre), introduttorio (Intro), Core e
specializzazione (Specialization).
Come mostrato, i corsi sono ordinati sulla base dei temi ricorrenti presenti. La
categoria “Core” contiene i corsi di systems engineering più frequentemente offerti. I
corsi rimanenti sono raggruppati nella categoria “Specialization”. Il principio adottato
nella selezione degli istituiti universitari per l’analisi dei corsi è stato quello di
privilegiare quegli istituti che offrivano programmi di tipo “Systems Engineering
Centric” a scapito di altri con programmi di tipo “Domain Centric”. L’obiettivo originale
era comunque quello di definire un framework in grado di evolvere attraverso la
collaborazione, ulteriori ricerche, il controllo di impiego ed altri modalità comunque
applicabili. Perciò, in questa veste iniziale, rappresenta la base di comparazione di
un curriculum per il system engineering rispetto al “Systems Engineering Centric”
program, così come tenuto negli Stati Uniti.
Come illustrato in Tabella 4, si evidenzia il metodo di comparazione dei tipi di corso
di laurea offerti dagli istituti. Tuttavia il framework nella sua forma originale non risulta
rapportabile agli standard internazionali di riferimento o alle linee guida nell’ambito
proprio del Systems Engineering, ne rappresenta un riferimento per un percorso
completo fino al Master in Systems Engineering incluso.
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Tabella 4
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3.3.3 L’evoluzione del Framework
Organization for Standardization (ISO)/International Electrotechnical Commission
(IEC) 15288 Systems and Software Engineering - System Life Cycle Processes
standard [ISO/IEC, 2008] e il secondo il Systems Engineering Handbook - A Guide
for Systems Life Cycle Processes and Activities, Version 3.1 [INCOSE, 2007].
Quest’ultimo in particolare è anche utilizzato per preparare l’INCOSE Certified
Systems Engineering Practitioner (CSEP), il programma di certificazione della
professione.
Alle categorie identificate nel Framework originale si aggiungono, quindi, alcune
nuove categorie utili a fornire una mappatura completa rispetto allo standard
internazionale di systems engineering da un lato ed all’INCOSE Handbook dall’altro.
Le tabelle riproducono le linee essenziali del nuovo framework.
Tabella 4
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Tabella 5
Come mostrato in gli originali 4 livelli sono estesi a 6 in modo da accostarsi meglio
agli stadi del reale ciclo di vita del sistema. Allo stesso modo vengono anche estesi i
tipi di corso tali da poter meglio aderire alle discipline enucleate nello standard del
systems engineering. Per esempio in questo standard è incluso un insieme di
processi di “contratto” (Acquisition and Supply) e di organizzazione di progetto che
includono a loro volta processi di Life Cycle Model, Infrastructure, Project Portfolio,
Human Resources e Quality Management. Così, gli insiemi di processo di tipo
Project e di tipo Technical sono ora mappati sul nuovo framework come mostrato in .
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Questo nuovo insieme di categorie dovrebbe essere almeno coperto a livello base in
un master universitario in Systems Engineering al fine di mettere lo studente nelle
condizioni di avere familiarità con tutte le aree richieste per incontrare le esigenze
espresse dai definiti standard internazionali. Questo nuovo framework è anche uno
strumento per completare la convalida del curriculum per il systems engineering per
quelle università che hanno già un programma consolidato.
Tabella 6
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3.4 Graduate Reference Curriculum in System Engineering
(GRCSE™)[5]
(Excerpt - editor V.Arrichiello)
3.4.1 Introduzione
"In September 2009, Stevens Institute of Technology, together with the Naval
Postgraduate School, began the Body of Knowledge and Curriculum to Advance
Systems Engineering (BKCASE, pronounced “bookcase”) project. BKCASE is a
three-year effort to create a robust Systems Engineering Body of Knowledge (SE
BoK) and a Graduate Reference Curriculum in System Engineering (GRCSE™,
pronounced “Gracie”).
Endorsed by the INCOSE Board of Directors, with significant funding from the U.S.
Department of Defense and support from the IEEE Systems Council, BKCASE is the
response to a call from government and industry for a globally recognized,
community-created foundation for the discipline of systems engineering.
The BKCASE project hopes to materially influence standard practice, workforce
models, certification, and graduate education around the world.
Figure 1 describes BKCASE, showing the project in the upper left-hand corner, and
the products—comprised of SE BoK and GRCSE™—in the lower right-hand corner.
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The BKCASE systems diagram describes the project development through a “story”
of the relationships between the project and products, the systems-engineering
community, and the various products in the community that will be developed based
on BKCASE.
The BKCASE vision is that competency models, certification programs, textbooks,
graduate programs, and related workforce-development initiatives for systems
engineering around the world will align themselves with BKCASE.
The SE BoK will define and organize the vast knowledge of the discipline of systems
engineering, including its methods, processes, practices, and tools. Within that
organization, the SE BoK will point to many thousands of pages of articles, books,
Web sites, and other sources of knowledge about systems engineering.
The SE BoK will facilitate a common understanding of the core of the field, and will
aid fast and efficient knowledge retrieval. The SE BoK will build consensus on the
boundary of the discipline and facilitate communication among systems engineers.
GRCSE™ will be based on the SE BoK and will define the entrance expectations,
curriculum architecture, curriculum content, and expected student outcomes for
graduate programs in systems engineering. GRCSE™ will recommend that students
learn about the application of systems engineering in an application domain or
business segment.
The use of GRCSE™ for guidance will enable consistency in student proficiency at
graduation, making it easier for students to select where to attend and for employers
to evaluate prospective new graduates.
The BKCASE team includes invited authors and volunteer reviewers from around the
world representing different locales, business segments, professional societies, and
areas of expertise.
The team has representation from government, industry and academia.
Authors volunteer their time for one or two days per month, attend quarterly
workshops, and participate in periodic virtual meetings. Reviewers work as time
permits.
Once fully staffed, the team will have thirty to forty authors and several hundred
reviewers. Some authors and reviewers will work on both SE BoK and GRCSE™;
others will work on only one product.
Two interim drafts and the final products will be developed in one-year intervals
starting in June (SE BoK) and September (GRCSE™) of 2010, with version 1.0
products due out in 2012.
Both INCOSE and the IEEE Systems Council will be heavily involved from the
beginning, possibly leading them to take up maintenance responsibility for BKCASE
products and to adopt them in their own products such as the INCOSE Systems
Engineering Handbook and INCOSE professional certification program.
Anyone interested in supporting BKCASE in any capacity, or anyone who has source
material to offer, please contact the project leader, Art Pyster, by e-mail at
[email protected]. For additional information on BKCASE, please see
www.bkcase.org."
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3.4.2 Struttura del GRCSE™
Il GRCSE™ comprende:
• Un insieme di "objectives" che descrivono gli obiettivi professionali do breve
termine di uno studente che completa con successo un programma basato sul
curriculum
• Un insieme di "outcomes", [risultati] che uno studente deve realizzare per
completare con successo un programma basato sul curriculum
• Un insieme di "skills, knowledge, and experience" che il curriculum assume
essere possedute dagli studenti al loro ingresso (intese come base di
partenza e non come requisiti di ingresso)
• Uno schema architetturale per facilitare la comunicazione e supportare la
implementazione del curriculum
• Una descrizione del "core body of knowledge (CorBoK)" insegnato nel
curriculum per realizzare gli "outcomes"
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3.4.3 Program Objectives e Program Outcomes
"Program Educational Objectives are broad statements that describe what graduate
are expected to attain within a few years [NdR: 3-5 years] of graduation [NdR: in
terms of accomplishments and professional status]".
"Program Outcomes are narrower statements that describe what students are
expected to know and be able to do by the time of graduation. These relates to the
skills, knowledge, and behaviors that students [acquire] as they progress through the
program [NdR: the knowledge, skills, abilities, and attitudes graduates should be able
to demonstrate at the time of graduation]".
3.4.3.1 "Expected Objectives"
GRCSE™propone un set generico di "Objectives", da utilizzarsi come punto di
partenza per un "tailoring" secondo le esigenze delle diverse organizzazioni
accademiche. Il contestoper gli "Objectives", ed i ritorni sulla efficacia della
preparazione degli studenti, sono resi disponibili dalle organizzazioni che li
impiegano operativamente.
"Three to five years after graduation; program graduates will:
1. Effectively analyze, design, and implement feasible, suitable,
supportable, affordable, and integrated solutions to systems of
products, services, and enterprises. This could be tailored by explicitly
stating the types of systems that graduates develop.
2. Demonstrate professionalism in their work, and grow professionally
through continued learning and involvement in professional activities.
3. Contribute to society through ethical and responsible behavior. This
could be tailored by specifying a particular code of ethics, such as that
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of the International Council on Systems Engineering (lNCOSE). (INCOSE
2006)
4. Communicate effectively in oraI, written, and newly developing modes
and media.
5. Successfully assume a variety of roles in multi-disciplinary teams of
diverse membership.
6. Effectively lead a project from conception through development to
production and fielding."
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3.4.3.2 "Expected Outcomes"
"The following represents a set of outcomes that students need to satisfy at the
completion of a graduate systems engineering (SE) program that implements
GRCSE™ recommendations.
The order in which the outcomes are listed does not currently reflect a priority.
Where appropriate, outcomes are mapped to Bloom's levels of attainment.
1. Achieve designated Bloom's levels of attainment for each SEBoK topic
contained within the core foundation.
(The core foundation will specify a minimum Bloom's Taxonomy level for each
topic included. A graduating student will have demonstrated ability to perform
at the specified Bloom level, which ranges from Knowledge (the lowest level)
through Analysis (the fourth level of the taxonomy). [Bloom's Taxonomy, ref.
App.A]
2. Achieve designated Bloom's levels of attainment far each SEBoK topic
contained within one of the core extension focus areas, as appropriate
for the type of master's program or for an individual student's interest.
The core extension specifies additional topics and/or Bloom's Taxonomy
levels for some topics, which will apply to different types of master's programs
[reflecting] different viewpoints on the role of systems engineers ([e.g.]making
acquisition decisions, managing SE teams,and perform SE technical
activities)
3. Achieve a Bloom's Synthesis level of attainment for at least one topic
from the CorBoK (either core foundation or core extension).
(Such depth strengthens the student's analytic skills and enables the student
to solve difficult problems in at least one topic area.)
4. Demonstrate the ability to perform SE activities in one application
domain, such as defense, aerospace, finance, medical, transportation, or
telecommunications.
(Application involves understanding how differences in domain manifest
themselves in both a system and its engineering, and includes the ability to
learn a new application domain. This incorporates understanding specialized
terminology, technology, methods, tools, and constraints that are unique to the
chosen application domain.)
5. Apply systems engineering principles to address one application type,
such as safety-critical or embedded systems, or one property, such as
security, agility, or affordability.
(Application involves understanding how differences in domain manifest
themselves in both a system and its engineering, and includes the ability to
learn a new application domain. This incorporates understanding specialized
terminology, technology, methods, tools, and constraints that are unique to the
chosen application domain. [But] does not require a student to become a true
expert in an application domain.)
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6. Comprehend and appreciate the challenges of applying systems
engineering to realistic problems as part of a multi-disciplinary team.
(The presence of one or more capstone experiences, with group projects
rather than individuai activity such as a thesis, is of considerable importance in
this regard. It offers students the opportunity to tackle a realistic problem and
demonstrate their ability te bring together topics from a variety of courses and
apply them effectively.)
7. Be an effective member of a multi-disciplinary team, effectively
communicate both orally and in writing, and lead in one area of system
development, such as project management, requirements analysis,
architecture, construction, or quality assurance.
(Students need to complete tasks that involve work as an individual, but also
must complete many other tasks that entail working with a group of individuals.
… Students should have an appreciation of team dynamics and leadership
techniques, and be able to lead at least one area of system development.)
8. Be able to evaluate alternative system solution strategies, including how
well different solutions relate to the identified problem, and express
relevant criteria to ensure solutions are selected against a holistic
systems perspective.
(A systems engineer must be able to identify appropriate solution options,
understand their limitations and appropriate uses, and be able to help set
solution assessment criteria which cover potential holistic system concerns:
that is, be able to perform tradeoff studies and act as a change agent within
his or her professional organization. … A SE graduate should know how to
decide the relative technical and non-technical merits of solution options
based on assembled or discovered evidence and [demonstrate his or her
potential to] be an effective advocate far appropriate system choices. … This
outcome has a strong tie to the outcome requiring domain experience.)
9. Be able to reconcile conflicting requirements, finding acceptable
compromises within limitations of cost time, knowledge, risk, existing
systems, and organizations.
(The graduate of a master's program should be able to reason through the
implications of such emergence [NdR: of new requirements] on technical
planning, systems architecture, and technical performance, among other
considerations. A range of appropriate techniques for presenting alternatives
and making trades should be introduced as a way of resolving conflicts.)
10. Be able to learn new models, techniques, and technologies as they
emerge, and appreciate the necessity of such continuing professional
development.
(In a field as dynamic as SE, lifelong learning is essential to continued
success. It is therefore imperative for the graduate student to develop the
necessary skills to seek and learn the latest developments - to be able to grow
personally and professionally. ... A master's program cannot instill the desire
for lifelong learning, but can teach the skills to enable lifelong learning.)
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11. Comprehend the relationships between systems engineering and other
disciplines, such as software engineering (SwE) and project
management (PM) as discussed in the SEBoK, and be able to articulate
the value proposition of these disciplines for systems engineering.
(Systems engineering incorporates skill sets from many disciplines, including
more traditional engineering disciplines (electrical, mechanical, civil, etc.) as
well as more management-focused disciplines (project management, program
management, etc). It is important not only for systems engineers to possess
basic knowledge related to these disciplines, but also to understand how the
SE discipline is related to other disciplines.)
12. Demonstrate the mastery of software engineering necessary to develop
current and future product, service, and enterprise systems.
(An adequate understanding of software engineering will fundamentally
change the way a systems engineer conceives, architects, and implements a
system. Therefore, an understanding SwE and the unique requirements,
considerations, methods, and tools required for good SwE would
fundamentally change the way SE is performed.)
13. Demonstrate knowledge of professional ethics and the application of
professional ethics in decision-making and systems engineering
practice.
(A SE graduate should [be able to demonstrate his or her potential to] have
the maturity, knowledge, and judgment to make common professional
decisions and take appropriate actions to respond to situations that have
ethical, legal, and social implications.)
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3.4.4 Expected Student Background
GRCSE™ presumes that an entering student has:
•
The equivalent of an undergraduate degree in engineering, the natural
sciences, mathematics, or computer science.
•
At least two years of pratical experience in some aspects of systems
engineering. This experience should include participation in teams and
involvement in the life cycle development of a system, subsystem, or system
component *
•
demonstrated ability to effectively communicate technical information, both
orally and in writing, in a program's language of instruction
* NOTA: questa impostazione rispecchia il piu' diffuso percorso di istruzione negli
USA, che prevede una fase di attività lavorativa tra i livelli "undergraduate" e
"postgraduate" di formazione universitaria.
Nelle successive versione di GRCSE™, in un'ottiva di "Global Applicability" questo
aspetto verrà affrontato, verosimilmente individuando due diverse linee di sviluppo.
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3.4.5 "Architectural Framework"
The curriculum architecture is organized into six components: Preparatory
Knowledge, Core Foundation Knowledge, Core Extension Knowledge, DomainSpecific Knowledge, Program Specific Knowledge, and a mandatory Capstone
Experience.
Each component is described as follows:
•
Preparatory Knowledge - A student who enters the program without the
expected knowledge and experience that is described in Chapter 3 would
need to tearn the Preparatory Knowledge at the beginning of their graduate
education.
•
Core Foundation Knowledge - Each student should learn all such knowledge
•
Core Extension Knowledge - Each program teaches knowledge in at least
one focus area -Systems Design and Development (SDD) or Technical
Management (TM) or both. Each student selects a focus area and learns all
knowledge in the corresponding core extension.
•
Domain-Specific Knowledge - Each program offers one or more domains
such as finance or telecommunications in which their students can specialize.
Each student picks among the choices offered in the program and learns all
Domain Specific Knowledge which is, by definition, outside the CorBoK.
•
Program-Specific Knowledge - Each program selects topics of special
interest to it; these are topics that are based on program or institution focus
and/or expertise.
•
Capstone Experience - Each program expects students to demonstrate their
accumulated skills and knowledge in a mandatory capstone experience. The
capstone can be implemented through a variety of methods, including
individuai or team capstone projects, a practicum, or a master's thesis.
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3.4.6 "Core Body of Knowledge
Definizioni di "Core Foundation" e "Core Extension":
• Core Foundation; Knowledge mandatory to the education of every Master's in
System Engineering graduate.
• Core Extension: Knowledge mandatory to the education of every student
specializing in a particular focus area. For this version of GRCSE™, two focus
areas are identified:
o SDD: System Design and Development focus area programs, and
o TM: Technical Management focus area programs.
Il GRCSE™ e' basato su un'ipotesi di programma della durata di due anni "a tempo
pieno"; il "core body of knowledge (CorBoK) e' intenzionalmente limitato a non più del
50% del totale della conoscenza trasferita in un programma, al fine di favorire ampie
differenziazioni di enfasi tra i diversi programmi.
"GRCSE™ will honor individual program and student flexibility by limiting the core
foundation and core extensions required for all students to no more than 50% of the
instructional time in a master's program [the average master's program requires
approximately two years of full-time study]"
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4 Sintesi
Il documento [ref.2] "A report on curriculum content for a graduate program in
systems engineering: A proposed framework" (cap.3.1) sviluppa la definizione di un
curriculum di riferimento, rappresentativo dello stato dell'arte "accademico", sulla
base di un survey dei curricula di Master in SE proposti da diverse universita'
statunitensi.
Un’operazione di sintesi basata sull'analisi dei contenuti dei corsi ha portato alla
definizione di 16 "Topical Areas", a ciascuna delle quali è associata una descrizione
di corso (contenuti). Il curriculum e' strutturato su quattro livelli.
Definito il curriculum di riferimento, si procede a valutarne la rispondenza rispetto alle
esigenze dell’industria, prendendo come riferimento di queste il framework di
competenze sviluppato da INCOSE (cap.2).
La valutazione evidenzia, oltre ad aree di possibile miglioramento, l’esistenza di
significative carenze; in particolare non sono comprese le aree relative a: "System
Concepts", "Determine and Manage Stakeholder Requirements" e "Super-System
Issues"
Il documento [ref.3] "Mapping space-based systems engineering curriculum to
government-industry vetted competencies for improved organizational performance"
(cap.3.2) valuta l'adesione dell’offerta di formazione accademica mappando i
curricula dei Master di "Space Systems Engineering" proposti da tre universita' verso
il framework di competenze di Systems Engineering definito dalla NASA (articolato
su dieci aree di competenza “competencies”, trentasette capacità “capabilities” e
quattro livelli di abilità “proficiency level”).
Di particolare interesse risulta la modalita' proposta per la valutazione degli
"outcomes" dei programmi, riferita al "proficiency level" che lo studente raggiunge
nelle varie "capabilities"
Il documento [ref.4] "Evolving the INCOSE Reference Curriculum for a
Graduate Program in Systems Engineering" (cap.3.3) sviluppa una rielaborazione del
curriculum di riferimento [ref.2], ampliandone i contenuti con l'obiettivo di
armonizzarlo rispetto ai processi di Life Cycle previsti dalla ISO/IEC-15288 (Systems
and Software Engineering—System Life Cycle Processes standard).
Il nuovo curriculum "evolved" si articola su sei livelli e comprende 21 "Course Type".
Come esempio di applicazione il curriculum "evolved" è utilizzato per valutare la
completezza di alcuni programmi di Master in SE "online", evidenziando aree non
coperte.
È opportuno evidenziare come le aree integrative introdotte nel curriculum "evolved"
comprendono quelle che la analisi del curriculum "originario" [ref. 2] aveva
evidenziato come "gap".
Una conseguenza di tale integrazione è la migliorata, ed ora soddisfacente,
copertura tra le competenze del framework di competenze di Systems Engineering di
INCOSE ed i corsi del curriculum "evolved", come evidenziato nella tabella Courses
vs. Competencies
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Systems
Thinking
Systems concepts
x
Super-system capability
issues
x
Enterprise and technology
environment
Determine and manage
stakeholder requirements
Sy Architectural design
st
Concept generation
e
m
Design for …
De
si
Functional analysis
gn
Interface
Management
Maintaining Design
Integrity
Modelling and
Simulation
Select Preferred
Solution
System Robustness
x
Subject Matter Expert Domain Specific
Creativity and Problem Solving
Other Broad
Areas
Applicable to
Systems
Engineering
Systems Thinking
Acquisition and Supply
Other
System
Life
Cycle
Process
es
Enterprise Systems
Project Management, Finance, Economics,
Accounting
Configuration Management, InFormation
Management
Decisions, Risks and Uncertainty
System Life
Cycle Project
Processes
Systems Suitability: Quality, Safety, Reliability,
Supportability
Manufacturing, Production, Operations,
Retirement
Systems Integration and Test, Field Testing
Modeling, Simulation and Optimization
Systems Architecture, Systems Design and
Mission Needs, System Concept, System
Requirements, Requirements Analysis
System Life Cycle Technical
Processes
x
x
x
x
x
Holistic
Lifecycle
view
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Integration & Verification
Validation
x
Transition to Operation
Systems
Engineeri
ng
Managem
ent
x
x
x
x
x
Concurrent engineering
x
Enterprise Integration
x
Integration of specialisms
Lifecycle process
definition
Planning, monitoring and
controlling
x
x
x
x
x
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Un'altra caratteristica positiva deI curriculum "evolved", che contribuisce a renderlo
più completo, è rappresentata dall’incorporazione delle tematiche relative ai "Basic
Skills and Behaviours" ed al "Domain Specific" che nell’analisi di [ref2] erano state
dichiaratamente non considerate, benché indicate come importanti.
Il documento [ref.5] "Graduate Reference Curriculum for Systems Engineering"
(cap.3.4), per quanto ancora in una fase preliminare di sviluppo (ver. 0.25), evidenzia
alcuni aspetti di impostazione di sicuro interesse.
L'architettura ("Architectural Framework") del curriculum è strutturata su sei livelli,
oltre al "Preparatory Knowledge", previsto come integrativo per gli studenti non in
possesso dei prerequisiti, i due successivi costituiscono il "Core Body of Knowledge".
In particolare il "Core Foundation Knowledge" comprende gli elementi "mandatory"
per tutti i Master, mentre il "Core Extension Knowledge" comprende gli elementi
"mandatory" per gli studenti che si specializzano in una particolare area. La
estensione del "Core Body of Knowledge" è corrispondente al 50% del totale di un
programma della durata di due anni "a tempo pieno"
Un utile riferimento per la definizione di obiettivi e risultati di un Master, con stretto
riferimento sia alle esigenze di competenze di workforce industriali che a quelle di
sviluppo professionale degli studenti, è riportato nelle sezioni dedicate agli "Expected
Objectives" e "Expected Outcomes".
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5 Curriculum suggerito per Master Universitario in
Systems Engineering
5.1 Struttura del curriculum
Fundamentals of Systems Engineering
Fundamentals
System Life
Cycle
Technical
Processes
Fundamentals of Software Systems Engineering
Introduction to Systems Engineering Management
Mission Needs, System Concept, System Requirements,
Requirements Analysis
Systems Architecture, Systems Design and Development
Modeling, Simulation and Optimization
Systems Integration and Test, Field Testing
System Life
Cycle Project
Processes
Manufacturing, Production, Operations, Retirement
Systems Suitability: Quality, Safety, Reliability, Supportability
Decisions, Risks and Uncertainty
Configuration Management, InFormation Management
Project Management, Finance, Economics, Accounting
Other System
Life Cycle
Processes
Other Broad
Areas
Applicable to
Systems
Engineering
Enterprise Systems
Acquisition and Supply
Systems Thinking
Creativity and Problem Solving
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5.2 Contenuti dei corsi
5.2.1 Fundamentals of Systems Engineering
This course provides the student with a broad introduction to the fundamental
principles, processes, and practices associated with the application of Systems
Engineering across the system life cycle. The student will develop an understanding
of the skills necessary to translate needs and priorities into system requirements, and
develop derived requirements, forming the starting point for engineering of complex
systems. Key topics include methods and standards; concept definition; interface
definition; requirements development and management; system baseline definition
and management; system architecture development; integrated schedule
management and analysis; risk assessment; systems integration, verification and
validation; mathematical and graphical tools for system analysis and control, testing
and evaluation of system and technology alternatives; reliability and maintainability;
design trade-offs and trade off models. The course will cover the integrative nature of
systems engineering and the breadth and depth of the knowledge that the systems
engineer must acquire concerning the characteristics of the diverse components that
constitute the total system.
5.2.2 Fundamentals of Software Systems Engineering
This course introduces the subject of software engineering, also known as software
development process or software development best practice from a quantitative, i.e.,
analytic- and metrics-based point of view. Topics include introductions to: software
life-cycle process models from the heaviest weight, used on very large projects, to
the lightest weight, e.g., extreme programming; industry-standard software
engineering tools; teamwork; project planning and management; object-oriented
analysis and design. The course is case history and project oriented.
5.2.3 Introduction to Systems Engineering Management
This course addresses the fundamental principles of engineering management in the
context of systems engineering and explores issues related to effective technical
planning, scheduling and assessment of technical progress, and identifying the
unique challenges of the technical aspects of complex systems and systems of
systems and ability to control them. Topics will include techniques for life cycle
costing, performance measurement, modern methods of effective engineering
management, quality tools, quality management, configuration management,
concurrent engineering, risk management, functional analysis, conceptual and detail
design assessment, test evaluation, and systems engineering planning and
organization, communication and SE management tools and techniques. The course
covers an examination of processes and methods to identify, control, audit, and track
the evolution of system characteristics throughout the system life cycle. The course
includes the development of a Systems Engineering Management Plan, Integrated
Master Schedule and/or Integrated Master Plan.
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5.2.4 Mission Needs, System Concept, System Requirements,
Requirements Analysis
This course provides the knowledge and skills necessary to translate needs and
priorities into system requirements, and develop derived requirements, which
together form the starting point for engineering of complex hardware/software
systems. The student will develop an understanding of the larger context in which
requirements for a system are developed, and learn about trade-offs between
developing mission needs or market opportunities first versus assessing available
technology first. Techniques for translating needs and priorities into an operational
concept and then into specific functional and performance requirements will be
presented. The student will assess and improve the usefulness of requirements,
including such aspects as correctness, completeness, consistency, measurability,
testability, and clarity of documentation.
5.2.5 Systems Architecture, Systems Design and Development
This course is focused on concepts and techniques for architecting systems and the
process of developing and evaluating architectures. The course includes generating
a functional, physical and operational architecture from a top level operations
concept for the allocation and derivation of component-level requirements. Both
structured analysis and object oriented approaches will be discussed as well as the
generation of executable architecture models for evaluating the behavior of candidate
system concepts. Additional topics include interface design; architecture frameworks;
enterprise engineering; design for reliability, maintainability, usability, supportability,
producibility, disposability, and life cycle costs; validation and verification of systems
architecture; the analysis of complexity; methods of decomposition and reintegration; trade-offs between optimality and reusability; the effective application of
COTS; and practical heuristics for developing good architectures. Specialized areas
of design and architecture may be addressed, such as spacecraft design, design of
net centric systems, or smart engineering systems architecture.
5.2.6 Modeling, Simulation and Optimization
This course covers advanced topics in modeling, simulation and optimization of
system performance. In general, simulation, modeling and optimization approaches
are applied to solve multidisciplinary engineering problems. A high-level simulation
language is used to model the system and examine system performance. Other
forms of modeling are also investigated and discussed. Systems considered include,
but are not limited to, manufacturing systems, computer-communication networks,
and computer systems. Probabilistic and statistical methods are applied as needed.
Sensitivity analysis associated with the optimal solution is also discussed in detail
using both geometric and algebraic methods. Includes constrained and
unconstrained optimization problems.
5.2.7 Systems Integration and Test, Field Testing
This course covers technologies and methodologies related to integrating large
systems. The course focuses on the importance of structuring and controlling
integration and test activities. Interactions with other system engineering topics such
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as system modeling techniques and risk management techniques are discussed.
Topics include establishing a baseline control during the integration and test phases;
cognitive systems engineering and the human-systems integration in complex
systems environments; establishment of criteria for planning tests; the determination
of test methods; subsystem and system test requirements; formal methodologies for
measuring test coverage; sufficiency for test completeness; and development of
formal test plans to demonstrate compliance. Also covered are methods of
developing acceptance test procedures for evaluating supplier products.
5.2.8 Manufacturing, Production, Operations, Retirement
This course relates to the management of product and process design, operations,
and supply chains. The course is focused on manufacturing engineering and its role
in the system engineering life cycle. Topics covered include lean manufacturing with
detailed coverage of Just In Time (JIT) tools, computer-aided manufacturing,
production planning and scheduling, manufacturing models and operating
constraints, materials management, facilities design, capacities planning, the theory
of constraints, inventory management, resource balancing and quality control. A
great deal of focus is on efficiency and effectiveness of processes, and this course
includes substantial measurement and analysis of internal processes.
5.2.9 Systems Suitability: Quality, Safety, Reliability, Supportability
This course presents the managerial and mathematical principles and techniques of
planning, organizing, controlling and improving the quality, safety, reliability and
supportability of a system throughout the system life cycle. This course covers quality
related topics including fitness for use, quality costs, quality planning, statistical
quality control, experimental design for quality improvement, concurrent engineering,
continuous improvement and quality programs such as ISO 9001:2000, ISO 14001,
CMMI, Malcolm Balridge and TQM. Reliability related topics covered include
reliability prediction using discrete and continuous distribution models. Supportability
related topics include system supportability engineering methods, tools, and metrics
and the development and optimization of specific elements of logistic support. Safety
is a key theme throughout the course.
5.2.10
Decisions, Risks and Uncertainty
This course uses advanced probability and statistics to provide the student with a
methodology for making complex decisions under a high degree of risk and
uncertainty. Areas of risk and uncertainty addressed include, but are not limited to,
human safety, product reliability versus liability, quality control, environmental impact,
and financial uncertainty. Classical statistics and Bayesian analysis based
approaches are compared and contrasted. Design of experiments and research
methods are reviewed in the context of collecting and organizing data in a manner
that supports both hypothesis testing and rational and coherent decision making. The
course includes a review and application of utility theory, game theory, Markov
chains, Monte Carlo methods, decision trees, event trees, probability models,
multiobjective models, cost-benefit analyses, reliability and hazard analyses, multiple
regression analysis, opportunity loss and value of additional information. A basic
foundation in probability and statistics is required.
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5.2.11
Configuration Management, Information Management
The course provide an introduction to Configuration Management (CM) as a solution
to engineering problems. Students are introduced to project management, change
orders, documentation revision, product and project flow processes.
The course provides the basis for the management of and access to information
throughout the system life cycle, establishing/maintaining integrity of relevant system
life‐cycle artifacts. Methods to ensure that information is properly stored,
maintained, secured, and made accessible to those who need it are covered.
5.2.12
Project Management, Finance, Economics, Accounting
This course is designed to provide a general yet concise introduction to Project
Management. The course offers up to- date information (based on the PMBOK
Guide) on how good project, program, and portfolio management can help achieve
organizational success. Learners are introduced to a chronological approach to
project management, with detailed explanations and examples for initiating, planning,
executing, monitoring and controlling, and closing projects.
This course presents the tools and techniques for project definition, work breakdown,
estimating, resource planning, critical path development, scheduling, project
monitoring and control, and scope management.
The course presents techniques and analysis designed to permit to estimate and use
cost information in decision making. Topics include: historical overview of the
management accounting process, statistical cost estimation, cost allocation, and
uses of cost information in evaluating decisions about pricing, quality,
manufacturing processes (e.g., JIT, CIM), investments in new technologies,
investment centers, the selection process for capital investments, both tangible and
intangible, and how this process is structured and constrained by the time value of
money, the source of funds, market demand, and competitive position.
5.2.13
Enterprise Systems
This course reviews organizational management and leadership from a complex
systems perspective. External and internal factors and the conceptual framework and
skills needed to manage and lead the organization of the future are covered. Focus
areas include current effective practices, negotiating, cross-cultural communication,
teamwork, alliances, learning, global performance, strategic management and
organizational transformation. Models will be developed for a variety of areas
including marketing, finance, organizational behavior, operational management, etc.
In this course the students review organizational theory and learn how the
organizational design impacts organizational effectiveness and productivity. The
student has the opportunity to gain and expand knowledge concerning how
organizations carry out work. Included in the course are elements of organizational
theory, organizational structure, organizational planning, leadership versus
management, conflict between functional management, matrix versus hierarchical
organizations, organizational alternatives, and human response in the organization.
Topics address advantages and disadvantages of structural types, locus of power
and locus of authority issues, and formal and informal networks. Also included are
issues such as conflict resolution, change management, formal and informal work
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relationships, influence and authority in the technical setting, participation, sensitivity
to cultural and minority differences, managing technical change and innovation in a
large organization, communication in a technical organization, organization culture
and tradition, government perspective, and industry perspective are reviewed.
5.2.14
Acquisition and Supply
This course illustrates the theory and practice of designing and analyzing supply
chains. It provides tool sets to identify key drivers of supply chain performance such
as inventory, transportation, information and facilities. Recognizing the interactions
between the supply and demand components, the course provides a methodology for
implementing integrated supply chains, enabling a framework to leverage these
dynamics for effective product/process design and enterprise operations.
5.2.15
Systems Thinking
This course provides students with the tools to understand and describe complex
systems and to identify emergent properties, feedback mechanisms, and their
effects. Students will understand the difference between systematic and systemic
approaches, the pitfalls of reductionism, and the necessity for holistic system
understanding and description.
The aims of this course are to: provide a rigorous approach to acquire the principles,
concepts and outline applications of systems-based studies; introduce systems
terminology to an extent that simple and more complex problems can be understood
and analysed; indicate the broad application base of systems engineering; and
provide experience of working with non-linear systems.
Systems’ thinking is a discipline of seeing the “whole”, recognizing patterns and
interrelationships, and learning how to structure more effective, efficient and creative
system solution(s). This course will acquaint students to basic concepts of systems
thinking. The primary emphasis will be the introduction of basic systems thinking
fundamentals, i.e. defining and understanding the systems perspective about any
situation or problem, solving problems with that perspective, describing and modeling
a problem, and designing and improving system solutions.
The students will learn how to apply a variety of approaches and methodologies
including Causal Loop Diagrams, Stock and Flow Diagrams and Rich Pictures.
5.2.16
Creativity and Problem Solving
Problem solving is a fundamental human activity that is critically important to all
disciplines. The primary objective of this course is to help students become better
and more effective problem solvers through a basic, yet rigorous, understanding of
the cognitive processes involved in problem solving and individual creative behavior.
To meet this objective, selected elements of cognitive psychology are examined,
along with general and domain-specific models of the problem solving process, a
variety of problem solving techniques, and illustrative examples and case studies
related to these topics in a variety of contexts (including science, engineering, and
management). In addition, students will explore their personal preferences for
problem solving strategies and the ways these preferences can impact both personal
and professional life. Here, the objective is to provide students with an assessment of
their strengths and weakness in the domain of problem solving, as well as a basis of
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understanding and appreciating the diverse problem solving abilities and styles of
others.
The course builds on this understanding of the individual problem solver to address
the dynamics of group problem solving, with a particular focus on the domains of
science, engineering, and technical management. At the core of the course material
is cognitive gap, i.e., differences in cognitive characteristics that may exist between
problem solvers (both individuals and groups) and/or between problem solvers and
the problems they solve. Students will explore the impact different cognitive profiles
on problem solving from multiple perspectives, including group efficiency, personal
communication, and the quality of group outcomes. Strategies and tactics for
improving the problem solving performance of groups of all sizes will be learned and
applied using real-world examples and case studies.
5.3 Importanza relativa dei corsi
The following graph shows the indicative profile of relevancy [%] of the above
presented matters.
This diagram expresses one possible relevancy profile including academic courses
as well as training on the job acquired experience for a low-med maturity SE
industrial environment.
The rationales behind it take into account the importance of the key capabilities: from
user need acquisition to continuous validation through the overall system life-cycle.
The decision path is risky environment is also highlighted within the necessary
holistic approach to the SE as well as of the enterprise view-point.
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6 Riferimenti Bibliografici
[1]
Systems Engineering Competencies Framework Version 3, INCOSE-TP-2010003, January 2010
[2]
R. Jain and D. Verma, A report on curriculum content for a graduate program in
systems engineering: A proposed framework, INCOSE-PP-2007-001-01,
International Council on Systems Engineering, 2007
A. Squires, W. Larson, and B. Sauser, Mapping space-based systems
engineering curriculum to government-industry vetted competencies for
improved organizational performance, Syst Eng 13, (2010), Published Online:
17 Jun 2009
Alice Squires, Robert Cloutier, Evolving the INCOSE Reference Curriculum for a
Graduate Program in Systems Engineering, Systems Engineering, Published
Online: 20 Oct 2009
Graduate Reference Curriculum for Systems Engineering V 0.25 (relased for
limited review December 17, 2010
[3]
[4]
[5]
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7 Appendici
App.A
Bloom's Taxonomy (original)
[Taxonomy of educational objectives: The classification of educational goals.
Handbook 1: Cognitive domain. Bloom, B.S. (Ed.), Engelhart, M.D., Furst, E.J.,
Hill, W.H., & Krathwohl, D.R. (1956). New York: David McKay.]
Structure of the Original Taxonomy
1.0 Knowledge
1.10 Knowledge of specifics
1.11 Knowledge of terminology
1.12 Knowledge of specific facts
1.20 Knowledge of ways and means of dealing with specifics
1.21 Knowledge of conventions
1.22 Knowledge of trends and sequences
1.23 Knowledge of classifications and categories
1.24 Knowledge of criteria
1.25 Knowledge of methodology
1.30 Knowledge of universals and abstractions in a field
1.31 Knowledge of principles and generalizations
1.32 Knowledge of theories and structures
2.0 Comprehension
2.1 Translation
2.2 Interpretation
2.3 Extrapolation
3.0 Application
4.0 Analysis
4.1 Analvsis of elements
4.2 Analysis of relationships
4.3 Analysis of organizational principles
5.0 Synthesis
5.1 Production of a unique communication
5.2 Production of a plan, or proposed set of operations
5.3 Derivation of a set of abstract relations
6.0 Evaluation
6.1 Evaluation in terms of internal evidence
6.2 Judgments in terms of external criteria
David R. Krathwohl, THEORY INTO PRACTICE, Volume 41, Number 4, Autumn
2002, College of Education, The Ohio State University
•
Knowledge is a starting point that includes both the acquisition of information
and the ability to recall information when needed.
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•
Comprehension is the basic level of understanding. It involves the ability to
know what is being communicated in order to make use of the information.
•
Application is the ability to use a learned skill in a new situation.
•
Analysis is the ability to break content into components in order to identify
parts, see relationships among them, and recognize organizational principles.
•
Synthesis is the ability to combine existing elements in order to create
something original.
• Evaluation is the ability to make a judgement about the value of something by
using a standard.
The Encyclopedia of Educational Technology http://eet.sdsu.edu/eetwiki/index.php/Main_Page
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Bloom's Revised Taxonomy
[A taxonomy for learning, teaching, and assessing: A revision of Bloom's
Taxonomy of Educational Objectives. Anderson, L.W. (Ed.), Krathwohl, D.R.
(Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., &
Wittrock, M.C. (2001). New York: Longman]
Two Dimensions:
The Knowledge Dimension
A. Factual Knowledge
B. Conceptual Knowledge
C. Procedural Knowledge
D. Metacognitive Knowledge
The Cognitive Process Dimension
1. Remember
2. Understand
3. Apply
4. Analyze
5. Evaluate
6. Create
Structure of the Knowledge Dimension
A. Factual Knowledge - The basic elements that students must know to be
acquainted with a discipline or solve problems in it.
Aa. Knowledge of terminology
Ab. Knowledge of specific details and elements
B. Conceptual Knowledge - The interrelationships among the basic elements
within a larger structure that enable them to function together.
Ba. Knowledge of classifications and categories
Bb. Knowledge of principles and generalizations
Bc. Knowledge of theories, models, and structures
C. Procedural Knowledge - How to do something; methods of inquiry, and criteria
for using skills, algorithms, techniques, and methods.
Ca. Knowledge of subject-specific skills and algorithms
Cb. Knowledge of subject-specific techniques and methods
Cc. Knowledge of criteria for determining when to use appropriate procedures
D. Metacognitive Knowledge - Knowledge of cognition in general as well as
awareness and knowledge of one's own cognition.
Da. Strategic knowledge
Db. Knowledge about cognitive tasks, including appropriate contextual and
conditional knowledge
Dc. Self-knowledge
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Structure of the Cognitive Process Dimension
1.0 Remember - Retrieving relevant knowledge from long-term memory.
1.1 Recognizing
1.2 Recalling
2.0 Understand - Determining the meaning of instructional messages, including
oral, written, and graphic communication.
2.1 Interpreting
2.2 Exemplifying
2.3 Classifying
2.4 Summarizing
2.5 Inferring
2.6 Comparing
2.7 Explaining
3.6 Apply - Carrying out or using a procedure in a given situation.
3.1 Executing
3.2 Implementing
4.0 Analyze - Breaking material into its constituent parts and detecting how the
parts relate to one another and to an overall structure or purpose.
4.1 Differentiating
4.2 Organizing
4.3 Attributing
5.0 Evaluate - Making judgments based on criteria and standards.
5.1 Checking
5.2 Critiquing
6.0 Create - Putting elements together to form a novel, coherent whole or make
an original product.
6.1 Generating
6.2 Planning
6.3 Producing
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Taxonomy Table
1.
2.
3.
Remember Understand Apply
4.
5.
6.
Analyze Evaluate Create
A.
Factual
Knowledge
B.
Conceptual
Knowledge
C.
Procedural
Knowledge
D.
Metacognitive
Knowledge
David R. Krathwohl, THEORY INTO PRACTICE, Volume 41, Number 4, Autumn
2002, College of Education, The Ohio State University
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