PROJMGNT 7013 - Systems Engineering

North Terrace Campus - Trimester 3 - 2019

Systems Engineering 1 is an introductory postgraduate course suitable for graduates from a wide range of disciplines, for example, engineering, science, business, and management that introduces students to the practise of system engineering. Systems Engineering (SE) draws its theoretical basis from the fundamentals, principles, and models of foundational systems sciences and so we start the course with an introduction on the systems theory that informs the discipline. Attention then turns to describing what systems engineering is: the art and science of creating systems. While SE had its genesis in product development, the course will show how SE can equally well be used for service and enterprise systems. Following the introductory material, the course steps through the core activity areas in SE: system needs analysis, requirements writing, functional design and analysis, synthesis, verification and validation, SE analysis, and SE management. The course will inculcate the concept that when tackling real-world problems, it is important to view the larger context in which one finds the problem and to endeavour to find a solution that works within this wider context. The course material will be supported by numerous examples of SE practice and contemporary international research. This course aims to provide more than just a theoretical background, it seeks to instil functional knowledge on how to choose systems approaches from the broad canvas of SE methods, tools, and processes and apply them to complex socio-technical problems spanning from designing a spacecraft to tackling environmental sustainability. The course assessment has been designed to develop and exercise the practices taught and provide students with a valuable toolbox to take to the workplace.

  • General Course Information
    Course Details
    Course Code PROJMGNT 7013
    Course Systems Engineering
    Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre
    Term Trimester 3
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Intensive: 36 to 40 hours
    Available for Study Abroad and Exchange Y
    Assumed Knowledge PROJMGNT 5021
    Assessment Individual assignments
    Course Staff

    Course Coordinator: Associate Professor Indra Gunawan

    Program Director Contact Details:
    Project Management
    Name: Associate Professor Indra Gunawan

    Teaching staff

    Professor Stephen Cook
    BTech (UniSA), MSc (Kent, UK), GradDip (UniSA), PhD (City, UK), FIEAust, CPEng, INCOSE Fellow, NER
    Researcher Profile:
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes

    On successful completion of this course, students will be able to:

    1 Explain the origins, role, and value of systems engineering and know when it would be an appropriate methodology for a project.
    2 Apply systems engineering techniques to the design and management of an engineered system.
    3 Demonstrate professional skills including participation in and running meetings; effective team membership and leadership; and preparation of professional-standard presentations and documentation based on templates.
    4 Explain the nature of research in systems engineering and how this relates to project management research and practice.
    5 Critically reflect on the competencies required to engage not only the systems engineering team but also the wider community to successfully deliver a solution to a systems challenge.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
  • Learning Resources
    Required Resources

    Text book:
    Richard Stevens, Peter Brook, Ken Jackson and Stuart Arnold, (1998), “Systems Engineering – Coping with Complexity", Prentice Hall, ISBN 0-13-095085-8

    Recommended Resources
    There is a wide range of material on the course topic available. The following provides some additional reading guidance if you are interested in reading further on the topic.

    Blanchard, Benjamin S. and Fabrycky, Wolter J., 1990 (or later), Systems Engineering and Analysis, Prentice Hall,
    Hitchins, Derek, K., 1992, Putting Systems to Work, John Wiley

    Robertson S and Robertson J, 1999, Mastering the Requirements Process, Addison – Wesley,

    Grady, J O, 1993, Structured Analysis, Structured Analysis from: System Requirements Analysis, McGraw-Hill,

    DAU (Defense Acquisition University) Design Synthesis, Defense Acquisition University Press, Fort Belvoir,
    The Test and Evaluation Process: excerpt from The Test and Evaluation management Guide, Defense Acquisition University Press, Fort Belvoir, 2001

    NASA Systems Engineering Handbook 

    Sproles, Noel, 2002, Formulating Measures of Effectiveness, Systems Engineering Vol 5, No 4.

    Blanchard, Benjamin, 1991, Case Study Examples, Systems Engineering Management, John Wiley

    Strengers, G, Development of Operational Concept Descriptions, Tenix Systems Division.

    Walden, D and Roedler, G (eds), 2015, INCOSE Systems Engineering Handbook: A Guide for System Life Cycle Processes and Activities, 4th Edition, John Wiley

    Systems Engineering Body of Knowledge (SEBoK)

    Library Resources
    The University of Adelaide’s Barr Smith Library provides a range of learning resources including texts, journals, periodicals, magazines, and access to online databases and information services. It also offers a virtual library which is accessible via the University’s website. Access to the Library's electronic resources.

    Other resources: Project Management Institute
    If you are a member of the PMI you will “gain exclusive access to PMI publications and our global standards*, networking options with our chapters and online communities of practice, and leadership and volunteer opportunities. You’ll also receive discounts on certification exams and renewals, as well as our professional development offerings.” Student membership details

    * Log in to access complimentary read-only PDFs of all of PMI's published standards or take advantage of discounts on paperback editions.

    Online Learning
    MyUni is the University of Adelaide's online learning environment. It is used to support traditional face-to-face lectures, tutorials and workshops at the University. MyUni provides access to various features including announcements, course materials, discussion boards and assessments for each online course of study.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course is offered in blended learning mode with the face-to-face component offered as intensives.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    As a guide, a 3 unit course comprises a total of 156 hours work (this includes face-to-face contact, any online components, and self directed study).
    Learning Activities Summary
    This is a draft schedule and session dates are a guide only. The timetable may be changed during the course delivery if necessary.

    Learning Activities Summary
    Intensive Content
    1 Module 0 – Welcome and Introduction
    Module 1 – Introduction to Systems Engineering
    Module 2 – Stakeholder Identification and Needs Analysis
    Workshop 0 – Workshop Introduction
    Module 3 – Requirements Engineering
    Workshop 1– Needs Elicitation & Requirements Analysis
    2 Module 4 – Outline of the Systems Engineering Conceptual Design Process
    Module 5 – Functional Analysis
    Workshop 2 – Functional Analysis
    Module 6– Systems Design – Synthesis
    Workshop 3– Synthesis workshop
    3 Module 7– Trade Studies
    Module 8– Integration and Test Planning
    Workshop 4 – Solution Selection
    Module 9– Systems Engineering Management
    Module 10– Specialist Disciplines
    Workshop 5– Presentation Planning
    4 Module 11 – System of Systems Engineering
    Module 12 – Soft Systems Approaches
    Workshop 6 – Design Refinement and Oral Presentation Preparation
    Student Presentations
    Module 13 – Systems Engineering Lessons Learned
    Module 14 – Wrap-up
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    # Assessment Task Task Type Length
    Weighting Learning Outcome
    1 Participation  Individual Across Course 10% 1,2,3
    2 Oral presentation Group 5-6 slides per student 10% 1,2,3
    3 Group Assignment Report Group 1000 words per student 20% 1,2,3,5
    4 Individual Assignment 1 Individual 2000 words 30% 1,2,3,5
    5 Individual assignment 2 Individual 2000 words 30% 4,5
    Total 100%
    Assessment Related Requirements
    Students should attend all classes in order to pass the course. There is considerable experiential learning in workshops during the intensive classes that build your knowledge and thus enable you to be successful in this course.  

    Course results are subject to moderation by the ECIC Board of Examiners.

    Appropriate use of the Internet in assignments
    Avoiding Plagiarism is not just referencing sources used within an assignment. It is taking the source information and critically evaluating it against other sources, your own views and original research on the matter, and how that fits the hypothesis of your assignment topic. It is Plagiarism when there is little or no original content in the assignment, regardless of citing sources. For more information, read the extensive resources on Avoiding Plagiarism at the University’s Writing Centre.

    The University’s Writing Centre provide excellent guides to assist in appropriate referencing and avoiding plagiarism

    Due to an increasing number of students infringing the University’s Academic Honesty Policy, Turnitin is used to check assignments.

    Turnitin Quick Start Guides

    Assessment Detail
    Assessment 1: Class participation
    Attend all intensives and contribute to the exercises and the workshops conducted.

    Assessment 2: Group Presentation
    Within the class workshops to be held during the First Intensive period, commence the systems engineering process on the designated systems engineering challenge and present your work to the class for feedback.

    Assessment 3: Group Assignment Report
    As a group, develop the group presentation into a conceptual design report that covers the systems engineering process up until the identification of two candidate solutions. The report is to be structured using the template provided.

    Assessment 4: Individual Assignment 1
    This assignment is a continuation of work begun in the group assignment. The report is to be structured using the template provided and will include the group assignment (or if this is unsuitable material provided by the lecturer)

    Assessment 5: Individual Assignment 2
    Write a short essay on each of the topics provided.

    All text based assignments must be submitted via MyUni.
    Please refer to step by step instructions: MyUni Learning Centre

    There are a few points to note about the submission of assignments:
    • Assignment Submission:  Assignments should not be emailed to the instructor; they must be lodged via the MyUni Course site (unless specified to do both). Note that assignments may be processed via TURNITIN, which is an online plagiarism prevention tool.
    • Cover Sheet:  Please include in the assignment a completed University of Adelaide Assessment Cover Sheet providing details of yourself and your team members (if applicable), your assignment, the course, date submitted, etc. as well as the declaration signed by you that this is your (your team’s) work.  Note that the declaration on any electronically submitted assignment will be deemed to have the same authority as a signed declaration.
    • Backup Copy of Assignments:  You are advised to keep a copy of your assignments in case the submitted copy goes missing.  Please ensure that all assignment pages are numbered. If your assignment contains confidential information, you should discuss any concerns with the Course Lecturer prior to submission.
    • Extensions of Time:  An application for Assessment Extension should be made well before the due date of the assignment to the Course Lecturer.  Normally, extensions will only be granted for a maximum of two weeks from the original assignment submission date.  Extensions will only be granted in cases of genuine medical, compassionate or extenuating circumstances.
    • Failure to submit: Failure to submit an assignment on time or by the agreed extension deadline may result in penalties and may incur a fail grade.  Note that a late penalty of 5% of the total available marks for that assessment item will be incurred each day an assignment is handed in late (Unless otherwise stated in 'Assessment Related Requirements' or 'Assessment Detail' above). Assignments handed in after 14 days from the due submission date will fail even if a 100% mark is granted for the work.

    Resubmission & Remarking

    Resubmission of an assignment for remarking after reworking it to obtain a better mark will not normally be accepted.  Approval for resubmission will only be granted on medical or compassionate grounds.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.