Nurturing Capacity for Complexity

Abstract

There is an increasing global need for engineers to work in complex socio-technical contexts, utilise systems thinking, and collaborate across disciplines and with experts and lay audiences. Systems engineering is one area that requires these skills and mindsets for successful practice in complex contexts. However, many systems engineering programs are only available to postgraduates which limits education opportunities and hence the overall number of engineers capable of working in complex domains and systems.To prepare graduates for complex engineering domains and multi-disciplinary practice a new systems engineering core was designed and embedded as a spine in an undergraduate program with numerous discipline majors. The development process involved research, benchmarking, and curriculum design, followed by a roll-out over four years aligning with an incoming student cohort. Key features of the new program include an agreed institutional systems engineering process lifecycle, inclusion of multiple application domains aligned with industry practice to cut across discipline areas, and a team-teaching approach with dedicated education support roles and tutor engagement. Coherent and staged learning activities echoed across the suite of courses encourages continuous student learning.The finalised core replicates systems engineering practice by engaging students in multiple authentic projects from perspectives covering design, analysis, management, and operations. This has resulted in improved student experience and involvement, and greater partner engagement. This work demonstrates that systems engineering can be delivered at undergraduate level to nurture systems thinking and embracing complexity in graduates. Achieving this requires a program-level approach, dedicated staff expertise and resources, and the need to replicate systems engineering practice in the design and delivery of the program. Show more