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University of South Australia
© SEEC, University of South Australia, 2002
Systems Teaching and Research at the
Systems Engineering and Evaluation Centre
University of South Australia
Prof Stephen Cook
Systems Engineering and Evaluation Centre (SEEC)University of South Australiahttp://www.seec.unisa.edu.au
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University of South Australia
© SEEC, University of South Australia, 2002
Outline
The Australian postgraduate educational scene About UniSA The Australian education system and prevailing
environment SEEC A new course on systems approaches to large-
scale problem solving Summary
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University of South Australia
© SEEC, University of South Australia, 2002
The Australian Postgraduate Educational Scene
Mass university education (30%) Australia has modest R&D base hence modest
demand for postgraduate qualifications Management postgraduate qualifications (MBA)
generally more attractive than technical ones Exception is government research laboratories
where a PhD is mandatory to rise to senior positions
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University of South Australia
© SEEC, University of South Australia, 2002
About UniSA Formed in 1990 from the merger of
• SA Institute of Technology• SA College of Advanced Education• SA College of Art and Design
One of three universities in Adelaide and the largest ~ 30,000 students
Only one active in Systems Engineering in SA Focussed on
• educating professionals• working with industry• serving the community
Postgraduates15% of load Large numbers of overseas students
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University of South Australia
© SEEC, University of South Australia, 2002
Location: Adelaide and Whyalla South Australia
University of SA
State population 1.5 million, 1.0 million of whom live in the capital Adelaide
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University of South Australia
© SEEC, University of South Australia, 2002
A Long Way from the Nearest Large City (750 km)
University of SA
Most students go to university in their own city so the range of programs taught is very broad
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University of South Australia
© SEEC, University of South Australia, 2002
The Australian Educational System - Undergraduate
Follows the Scottish model• Many degrees, BA, BSc, etc are three years; most
students leave university at this level• Only selected students with better than Credit average
are permitted to study for an extra year to gain honours, BSc(hons), etc
Engineering is a minimum four year degree and honours comprises additional workload in final year for selected students
Government employers keen on honours, industry ambivalent
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University of South Australia
© SEEC, University of South Australia, 2002
The Australian Educational System - Postgraduate
Grad Cert (6 months coursework), GradDip (12 months)
Masters degrees come in two types:• Coursework with 20-66% research component ~1.5 years
• Research-only 2 years
• Entry to masters: 4-year degree (at honours level or equivalent);
PhDs in Australia follow the UK tradition• Nominally 3 years, average 4.5 years
Low number of eligible PhD students• Entry requirements:
First class or upper division second class honours Masters
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University of South Australia
© SEEC, University of South Australia, 2002
Economic Environment Undergraduate
• No up-front fees for students• Higher Education Contribution Scheme debt of around $5000 per year,
plus interest Postgraduate coursework
• Now generally attract full fees ($15 - $20k) • Exception is where a masters is a base qualification to practise a profession
Research degrees• Attract no fees and HECS scholarships are the norm• High achievers can also win living allowance scholarships for research
degrees ($16-21k tax free)
Reductions in government funding over the last decade reduces scope for strategic initiatives
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University of South Australia
© SEEC, University of South Australia, 2002
Impact on Postgraduate Coursework
Recent introduction of full fees for postgraduate coursework has killed demand
Small postgraduate numbers in the technical areas
Traditional coursework higher degrees financially unsustainable - many terminated
Research degrees becoming predominant
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University of South Australia
© SEEC, University of South Australia, 2002
On a More Positive Note
Australian Department of Defence has stated that it aims to have all senior officers educated to masters level
Still some demand for coursework degrees: particularly in industry where research degrees are not seen as relevant
Larger companies and government are prepared to sponsor selected students
The Defence Science and Technology Organisation and BAE SYSTEMS are beginning to sponsor postgraduate programs
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University of South Australia
© SEEC, University of South Australia, 2002
A Few Words About the Systems Engineering and
Evaluation Centre
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University of South Australia
© SEEC, University of South Australia, 2002
What is SEEC?
One of 17 Supported Research Centres within the University of South Australia.
Focuses on research and education in:• the creation and evaluation of large, engineered
systems• the organisations that undertake this function.
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University of South Australia
© SEEC, University of South Australia, 2002
SEEC Mission Statement
To provide a national and international focus for collaborative research, investigative projects and education programs that address the design, creation, evolution and evaluation of complex, systems.
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University of South Australia
© SEEC, University of South Australia, 2002
What SEEC Core Activities
Education in Systems Thinking, Systems Engineering and Test and Evaluation
Cost-effective, collaborative research between industry and the university
Training: public and in-house courses Provision of informed advice through
• consultancies• contract research• brokering international knowledge and experts
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University of South Australia
© SEEC, University of South Australia, 2002
History
Measurement & Instrumentation Systems Centre
Sensor Science & Engineering Group
Australian Centre for
Test and EvaluationSystemsEngineering andEvaluationCentre
1999
199619921989
External supportARDUARCIndustryDSTOGovernment organisationsOverseas
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University of South Australia
© SEEC, University of South Australia, 2002
Layer 2 System Level
Layer 1 Product Level
Layer 3 Business Level
Layer 4 Supply Chain Level
Layer 5 Socio-Economic Level
Where We Focus
SEEC’s Focus
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University of South Australia
© SEEC, University of South Australia, 2002
Staff
Prof Stephen Cook – DSTO Professor of Systems Engineering A/Prof Joe Kasser – DSTO Research Professor A/Prof Piet Beukman – (coming Jan 2002) Mr Les Vencel – Principal Consultant Mr David Harris – Business Man & Senior Research Fellow Mr Michael Harris – Research and Project Manager Dr Sarim AL-Zubaidy – Senior Research Fellow Dr Noel Sproles – Senior Research Fellow Dr David Cropley – Senior Lecturer Dr Tim Ferris – Senior Lecturer Dr Jill Slay – Senior Lecturer Mr Reuven Greenberg – Visiting Senior Research Fellow Mr Anthony Pilgrim – Associate Lecturer Mr William Scott – Research Associate Mr Paul Bunnik – Research Engineer Mrs Lyn Bussenschutt – Office Manager Miss Mel Madex – Administrative Officer
SEEC % 1.0 1.0 1.0 0.4 1.0 1.0 1.0 0.6 1.0 0.2 0.1 1.0 1.0 0.2 1.0 1.0 0.6
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University of South Australia
© SEEC, University of South Australia, 2002
Adjunct Staff and Associates Prof Peter Sydenham – Professor of Systems Evaluation Prof Scot Allison Prof John Andersen Prof Garth Morgan Mr Ron Howard A/Prof Martin Burke Dr Robert Goodwin Mr Angus Massie Dr Les Doherty Mr Errol Lawson Mr Bob Taylor Mr Erik Sherwin Mr Viv Crouch
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University of South Australia
© SEEC, University of South Australia, 2002
SEEC is Significant
15 Academic staff• plus 13 adjuncts
60 post-graduate students• 14 PhD, 8 MEng(res)
• 40 MEng (c/w)
Around $A1.5 million pa external income Close operating links with Defence
DSTO Dept of Defence Defence companies
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University of South Australia
© SEEC, University of South Australia, 2002
SEEC has a Broader Base than A Typical SE School
“Typical” SE Centre Focuses on • Post-graduate education• Main client base is Defence/Aerospace• Targets mid-level practitioners
Teaches methodologies used by clients Built around standards (IEEE 1220, EIA 632 etc)
Aims to produce graduates immediately useful to clients
• Minimal research
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University of South Australia
© SEEC, University of South Australia, 2002
SEEC Covers All of That and More...
Major focus on Research• Historically over half p/g awards are by
research
Primary Research focus on Enterprise-level systems• Primarily, social (“soft”) systems• Focused at highest level
Force development Defence acquisition system
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University of South Australia
© SEEC, University of South Australia, 2002
and More...
Strong research into socio-technical systems which create systems• Support methods for dispersed SE teams• Intelligent support for requirements generation• On-line, intelligent repositories for corporate
SE data• Environments for force level SE
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University of South Australia
© SEEC, University of South Australia, 2002
and More...
New research focus on socio-technical systems per se• Aviation Systems Safety• Generalisation into creation of “super-safe”
socio-technical systems
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University of South Australia
© SEEC, University of South Australia, 2002
So SEEC is different
SEEC carries out research in• Large, social systems which acquire and use
engineering systems• Operation of systems which integrate people
and technology• Support tools for the socio-technical systems
which create engineering systems• Systems evaluation methodologies
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University of South Australia
© SEEC, University of South Australia, 2002
Research Areas
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University of South Australia
© SEEC, University of South Australia, 2002
Research Topics in Systems Engineering
• Systems Engineering Education
• Engineering methodologies for the acquisition and management of Advanced Concept Technology Demonstrator Facilities
• Tailoring systems engineering models and methods for light research satellites
• An enhanced systems engineering approach to sensor design
• The integration of COTS software into large research software systems environment
• A systems approach to audio engineering
• Maintenance database research and life-cycle costing prediction.
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University of South Australia
© SEEC, University of South Australia, 2002
Research Topics in Industrial Systems Engineering Tools and Practice
• Tool integration for dispersed systems engineering design teams
• Increasing the effectiveness of distributed systems engineering design teams
• Software Metrics - A tool for improving the software development process
• The use of High-Level Architecture Simulators in Combat Systems Engineering
• AI tools for Requirements Elicitation and Management
• The Development of a Capability Maturing Model (CMM) Assessment Tool.
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University of South Australia
© SEEC, University of South Australia, 2002
Research Topics in Enterprise-Level Systems
• Systems approach to Defence strategic planning• Systems approach to Defence capability development• Action research within the Australian soldier combat system
enhancement study• Systems engineering process improvement for an acquisition
organisation• Achieving systemic information operations for Australian
defence• Systems approach to Force Structure determination• Methods for the analysis of enterprise-level systems architectures• The benefits of applying systems engineering to Defence
acquisition.
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University of South Australia
© SEEC, University of South Australia, 2002
Research Topics in Systems Test and Evaluation
• Test and Evaluation policies and processes for the Australian Defence Organisation.
• Traceability & cognition of test and evaluation process documents.
• Structured determination of measures of effectiveness.• Software aid for automotive testing and evaluation.• Operational T&E practices for the Royal Australian Air Force.• Climatology measurements through GPS occultation.• Optimal generation of telemetry frame formats for aircraft
testing. • Correcting delay distortion in asynchronously sampled flight
test telemetry signals.
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University of South Australia
© SEEC, University of South Australia, 2002
Research Topics in Air Transport Safety
• Analysis of accident and incident data• Modelling of the air transport enterprise• Modelling of the piloting system for commercial
aircraft• Building knowledge resources in this field• Verify modelling through interaction with
stakeholders
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University of South Australia
© SEEC, University of South Australia, 2002
A New Course in Systems Approaches to Large-scale
Problem Solving
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University of South Australia
© SEEC, University of South Australia, 2002
The DSTO Continuing Education Initiative (1)
DSTO typically recruits• 50% PhDs• 50% Honours graduates
The current environment has led to a 20:80 mix Staff are more mobile and leave to burgeoning IT
sector Customers are very highly qualified Stated aim is to encourage all staff to obtain an
advanced master’s degree which must contain• Systems engineering for complex problem solving• Research methods in a multidisciplinary environment
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University of South Australia
© SEEC, University of South Australia, 2002
The DSTO Continuing Education Initiative (2)
Several streams will be offered initially, eg• Science (chemistry, physics, materials)• Telecommunications• Systems engineering• Mathematics• Human sciences• Operations Analysis
DSTO pay all fees
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University of South Australia
© SEEC, University of South Australia, 2002
Example SE Syllabus Group A (Mandatory Core Subjects – Grad Cert)
• Systems Engineering for Complex Problem Solving (SECPS)• Systems Engineering Management• Systems Engineering Analysis 1• Systems Engineering Practice 1
Group B (Core for Grad Dip, MEng)• Research Methods in a Multidisciplinary Environment• Principles of Test and Evaluation
Electives (Select 2)• Management of Small Systems Engineering Design Teams• Advanced Test and Evaluation• Modelling and Simulation for Systems Engineering• Systems Engineering for Mobile Communications• Requirements Engineering• Systems Engineering Practice 2• Systems Engineering Analysis 2
• Soft Systems Methodology
Minor Thesis
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University of South Australia
© SEEC, University of South Australia, 2002
SECPS Evolved from Principles of Systems Engineering to:
• Introduce systems concepts to professional staff across the organisation at all levels of experience.
• Cover systems practice from equipment development through to organisational interventions.
• Challenge the hard science installed culture of the client organisation.
• Be suitable for graduates of all disciplines.• Be acceptable to university departments around Australia
as a component of advanced master’s programs in disciplines such as mathematics, physics, information technology, and operational analysis.
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University of South Australia
© SEEC, University of South Australia, 2002
Course Design Philosophy Introduce systems concepts via systems thinking. Show that systems thinking can provide valuable insight
into complex entities of many types. Show there is a range of systems methodologies
available to cover a range of systems problems. Introduce traditional Systems Engineering, the most
prevalent of these. Develop some systems engineering skills and
understanding through tutorial work and a major assignment.
Promote deep learning and functional knowledge through a combination of declarative, procedural and conditional knowledge.
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University of South Australia
© SEEC, University of South Australia, 2002
SECPS Outline
SECPS Schedule
Systems Engineering for Complex Problem Solving - EEET 5107 Systems Engineering and Evaluation Centre
University of South Australia Prior week Pre-course Reading – Hitchins
World Class Systems Engineering
Schedule and Contents of Notes Time Day 1 Day 2 Day 3 Day 4 Day 5
0900 Section 1: Welcome and Administration
Section 6: Overview of Classical Systems Engineering and Life-Cycle Models
Section 10: Preliminary System Design
Section 15: Soft System Methodology
Section 20: Systems Evaluation Techniques
0930 Section 2: Why we need systems thinking
1000 Section 11: Systems Engineering Management
1030 Refreshments & discourse Refreshments & discourse Refreshments & discourse Refreshments & discourse Refreshments & discourse 1100 Section 2: (continued)
Section 7: Conceptual Systems Design
Section 11: (continued). Section 16: Case Studies of Organisational Interventions
Section 21: Capability Systems Life Cycle Management
1130 Section 3: Introduction to the Tutorial Sessions
1200 Section 12: System modelling Section 17: Systems Engineering Specialist Disciplines
1230 Section 4: The rise of Systems Thinking
Section 8: Requirements Engineering & Writing System Specifications
Section 22: Case Study: Force-Level Systems Engineering
1300 Lunch Lunch Lunch Refreshments & discourse Lunch 1400 Section 4: (continued) Section 8: (continued) Section 13: Ideas Generation Section 18: Design Trade-off
Analysis Section 22: (Continued)
1430 Section 23: Design Review
1500 Refreshments & discourse Refreshments & discourse Refreshments & discourse Refreshments & discourse 1530 Section 5: Overview of Systems
Methodologies and their Selection Section 9: Tutorial: Requirements Elicitation
Section 14: Tutorial: Ideas Generation
Section 19: Tutorial: Decision Support
Section 23: (continued)
1600
1700
Section 24: Course Wrap-up
File Schedule.doc; 23 September 2002, corrections to hyperlinks 21 October
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University of South Australia
© SEEC, University of South Australia, 2002
Feedback To Date
Taught class of 40 in Adelaide and 10 in Melbourne
Age 21 – 60+ Technical Officers to Senior Research
Scientists Generally liked the course, the more senior
people really appreciated the theory-based approach (F, M and A)
Awaiting assignments
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University of South Australia
© SEEC, University of South Australia, 2002
Personal Insights
Writing this course has broadened my understanding considerably
After nearly six years I am beginning to piece together a systems thinking framework that can underpin both engineering and management systems approaches
Systems approaches can also be characterised by their persistence in the problem domain.• mainstream management methodology• intervention
Still have some way to go to fully appreciate the field and SEEC would be pleased to work with the international research community on systems thinking and practice research
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