A special issue of International Journal of Intelligent Defence Support System
Traditionally, engineers enter the Systems Engineering discipline later in their career after a substantial number of years of industrial experience in their initial discipline. Their skill sets and knowledge are often described as “T-shaped” - having in-depth knowledge of one or more disciplines and a breadth of knowledge covering all of the disciplines needed to succeed in technical projects. Given the duration of large-scale projects, and the need to experience several projects to draw sufficient knowledge to become a successful systems engineer, required competency development and formation through the traditional experiential route is a long process.
Increasingly, the design of engineering products extends beyond the scope of a single specialist engineering discipline. It is now common for even modest engineering developments to be undertaken by a multi-disciplinary project team overseen by a systems engineer. This has led to an increasing demand for systems engineers that is now outstripping the capacity of the traditional formation and competency development pathways.
In response, systems engineering postgraduate education programmes have expanded to accelerate the formation and development of these highly sought after engineers. The challenge for academic institutions is to provide an educational experience that achieves the same standard of formation and competency development as the traditional experiential approach but in far less time. This special issue welcomes original contributions on issues related to Systems Engineering education.
Suitable topics include but are not limited to:
- Systems Engineer education research
- Systems Engineer teaching tools and pedagogies
- Systems Engineer design studios
- Desirable competencies for future generation systems engineers
- Innovative curriculum design (core, elective and project based)
- Laboratory-based teaching techniques
- On-line systems engineering education
Paper Submission: 16 March 2009
Acceptance Notification: 24 May 2009
Final Paper: 26 June 2009