Experience based Master Program of Systems Engineering Year

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Experience based Master Program

of Systems Engineering

Year 2014 – 2018

HBV - Faculty of

Technology and

Maritime Science

Buskerud and Vestfold

University College

Post box 235, 3603

Kongsberg, Norway

+4732869500

[email protected]

Document history

(2)

Date

Sign

Editions

5 March, 2013

Kjell Enger

1.0 12 March, 2014

Yang Yang ZHAO

1.0 General description ... 3

Learning Outcome ... 4

Admission requirements ... 5

Qualification awarded ... 5

Access to further studies ... 6

Learning Strategy ... 6

Final examination ... 6

Examination and assessment regulations ... 6

International programs ... 7

ECTS faculty co-ordinator ... 7

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General description

Systems Engineering is a relative new engineering discipline. The international organization

INCOSE

1

defines systems engineering as:

“Systems Engineering is an interdisciplinary

approach and means to enable the realization of successful systems. It focuses on defining

customer needs and required functionality early in the development cycle, documenting

requirements, then proceeding with design synthesis and system validation while considering

the complete problem: operations, cost and schedule, performance, training and support, test,

manufacturing, and disposal. Systems Engineering integrates all the disciplines and specialty

groups into a team effort forming a structured development process that proceeds from

concept to production to operation. Systems Engineering considers both the business and the

technical needs of customers, with the goal of providing a quality product that meets user

needs.”

The need for building systems engineering competence in Kongsberg has evolved from the

growing need by larger industry enterprises for interdisciplinary understanding in order to

develop increasingly complex solutions for their customers. To achieve this they need senior

personnel with long experience and an interest in a holistic approach to systems development.

Because this experience-based knowledge takes decades to develop, there are few experts in

this field; a situation which creates a significant bottleneck for further innovation and

development of the industry. The purpose of systems engineering education is to shorten the

time needed to become a systems engineer. In the past, engineers became systems engineers

after 10-25 years of practical experience. The challenge is to shorten this to 5-10 years. This

can be done by building on a bachelor in engineering and offering students courses in systems

engineering theory in addition to the necessary work experience. Thus the program itself is

part-time but candidates are expected to take up part-time positions in a relevant industrial

enterprise. This is necessary in order to comply with the program’s learning strategy.

The program is divided into three main phases:



The systems engineering core (30 ECTS) will establish a common systems

engineering platform for students from different monodisciplinary domains. From this

common platform, the courses will progress to more advanced systems engineering

topics.



The elective phase (30 ECTS) where the students may choose to continue with

systems engineering and/or apply their systems engineering knowledge to specific

technical elective courses according to their background and competence

.

The elective

courses are grouped into domains which are chosen for their strong international status

within industry in Norway and Kongsberg. Other domains may be added later.

Students have the opportunity to choose elective courses from different domains. In

this phase, students are encouraged to study abroad as exchange students at one of our

partner universities. It is also possible to combine courses given at HBV with foreign

exchange courses.



The final phase sums up the knowledge acquired through studies and practical

experience from industry with the 30 ECTS master project.

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Learning Outcome

General

After the successful completion of this program, the students have become junior systems

engineers. A junior systems engineer is a broad technical engineer who is capable of making

multidisciplinary designs. In order to be able to make system designs that meet the needs of

the stakeholders the junior systems engineer is able to use his insights in the fields of ethics,

work-life, business, market, applications, processes, and organizations. The junior systems

engineer should be able to develop into a full systems engineer within five to ten years.

Master of System Engineering

Knowledge

The candidate should after completing the degree have acquired a broad overview of the field

of Systems Engineering and detailed knowledge of important subjects, as defined by the core

courses. Further, the candidate should via the electives and thesis work obtain knowledge in

subjects chosen by their individual needs and interests.

Skills

The candidate is expected to be able to apply theoretical knowledge of systems engineering to

problems encountered in his work and as part of an engineering team.

Competence

The candidate should be qualified to embark on the road to becoming a highly qualified

systems engineer, with the capability of supervising complex endeavors in private or public

enterprises.

Attitude

The attitude required when participating in a course and later practicing the learning will

depend on the stage the student are in the learning and practicing. Typical attitudes will be



To be critical, constructive, context aware, human oriented



To strive for continuous improvement



To strive for fitness-for-purpose, leadership, and stakeholder satisfaction

Master of System Engineering Majored in Subsea Production

Knowledge

The candidate should after completing the degree have a holistic view of customer needs,

regional preference, equipment and functional requirements for Subsea Production System

(SPS) and the capability to apply system engineering in SPS. The domain specific package of

modules in this major will comprise the following:



Subsea Production Architecture



Subsea Production Control System



Subsea Production Safety System



Subsea Production Systems Life Cycle Cost and Management

Skills

The student shall have the skills to lead structured systematic work in Subsea field

development in projects, studies and proposals with some guidance from senior personnel.

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Competence

The student shall have the competence to structure the overall system work and evaluate

alternative solutions, equipment and operations.

Attitude

The student shall strive for fitness-for-purpose, leadership, stakeholder satisfaction and be a

valued team member.

Prerequisite

The major in subsea production requires the basic knowledge of Subsea. The knowledge may

be from relevant work experience or the Subsea Fundamentals course done as part of the

bachelor or in preparation for the major (in which case this course is not for credit).

Admission requirements

Admissions are regulated in the standard HBV demands for master programs

(http://www.hbv.no/academic-programmes/full-degree-programmes/engineering-programmes/master-in-systems-engineering/).



The systems engineering group has a dedicated person to handle admissions.



Applicants must fulfill the academic requirements and have a grade average of C or

above. Part-time applicants with sufficient relevant practical experience may have a

lower grade point average.



The applicants need to have at least two years of relevant professional experience in

order to be admitted to the program.

Academic requirements:

Bachelor of Engineering following or equivalent to the Norwegian curriculum for a bachelor

of engineering program (Link to curriculum at

http://www.uhr.no/organisering/nasjonale_rad/nrt/sentrale_dokumenter

)

Equivalent education in science and engineering may qualify for admission. Such evaluations

will be made on an individual basis.

Applicants over the age of 25 with sufficient competence may be admitted in accordance with

circular F-55-00 from the Ministry of Education.

Applicants must document English language skills to be on a level equivalent with that of the

Norwegian secondary school system.

Through our cooperation with foreign universities, we offer the students to spend one

semester abroad. Full time attendance for one full semester at a foreign university gives the

students 30 ECTS.

Qualification awarded

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Access to further studies

Students who graduate from the program with additional 30 ETCs of elective courses and

who fulfill the requirements set by the Stevens Institute of Technology can be accepted for

PhD studies there. PhD opportunities at other universities in Norway and/or abroad will be

made available at a later date.

Learning Strategy

Teaching methods will be focused on providing students with relevant real-life cases and

opportunities for systematic reflection on the connections between the academic content of

the program and their experiences as part-time workers in industry. A combination of lectures,

group work, project work and supervision are used.

The key concept is

Industry as a laboratory.

The two roles which the industrial partners have

defined for the program are, firstly to provide students and teachers with challenging

problems and, secondly, to serve as a laboratory for the students in which they can test the

knowledge and competence they acquire during the program. Students and teachers will

receive input and inspiration through having direct contact with industry. This will enable

them to generate general and consolidated knowledge on the basis of single domain industrial

problems and solutions.

The main delivery method is a number of 5 day intensive theoretical course organized as an

intensive week course. 10 weeks of project work, which will be the first step towards applying

the theories and working on reflection, will follow immediately after the first course week.

Final examination

Evaluation and grading is based on the student’s individual and teamwork performance in all

courses. The grading scale is from A to F. Details of the evaluation method and duration is

given in each course specification. If a course evaluation comprises two or more parts of an

examination, project assignment or similar, the proportion awarded to each part is given as a

percentage. A pass grade must be obtained for each part. Compulsory laboratory work,

exercises and assignments must be approved before the student can take the final examination

in a course.

During written examinations students are allowed to use any type of calculator except those

equipped with wireless communication. No other examination aids are permitted.

The criteria for assessment are based on group reports and individual reports with a focus on:

1. How the theory is applied in the project

2. Reflections made on the theory and the project.

Each course will have its own set of individual assessment criteria. Courses requiring

well-defined skills and knowledge will be assessed on the basis of a written or oral examination.

Examination and assessment regulations

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International programs

Foreign exchanges and elective courses may be undertaken at any reputable university with

the approval of HBV.

Erasmus and Norplus programs will be available at a later stage.

ECTS faculty co-ordinator

Dr. Yang Yang ZHAO

Course structure

Table 1. Course structure for SE experience based master

1st year 2nd year 3rd year 4th year

1st semest er (fall) 2nd semester (spring) 3rd semester (fall) 4th semester (spring) 5th semester (fall) 6th semester (spring) 7th semester (fall) 8th semester (spring) Fundam entals of Systems Engineer ing System Architectur e and Design Systems Integration Project Manageme nt of Complex Systems * Electives *Electives or semester abroad (Stevens Institute of Technology) * Electives Master Project

*Elective courses: Choose the equivalent of 30 ECTS. Each course is worth 7.5 ECTS. All

students are encouraged to take one or more courses abroad. Special admission requirements

may apply.



Systems engineering electives offered at HBV:

o

System Modeling and Analysis

o

Robust Engineering.

o

System Supportability and Logistics

o

Advanced System Architecting

o

Lean Product Development

o

Knowledge Based Development

o

Human Factors



Industrial domain electives offered at HBV:

o

Subsea Life Cycle Cost and Management

o

Subsea Systems Architecture

o

Subsea Autonomy and Control Systems

o

Technical Safety for Subsea System



Depth electives offered at HBV:

o

Advanced Materials

o

Elective courses from Embedded System Department



Business and management electives at HBV:

o

Elective courses from Industrial Economy Department

*

Elective courses are offered when appropriate from HBV term schedules and the number of

applicants. The selected electives in the above list are automatically accepted and no explicit

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permission is required. Further courses can be taken abroad as an exchange student. Besides

the offered course packages by Stevens Institute of Technology in the overseas semester, a

selected elective that deviates from the above list needs approval by the faculty- Prof. Gerrit

Muller or Associ.Prof. Yang Yang Zhao. The aim of the course approval is to ensure the

course is fit with the master program, at master level and with appropriate amount of ECTS.

Table 2. Course codes, weights and assessment methods

Course Course

Code

ECTS Assessment/ Assessment Scale

1

st

semester

Fundamentals of Systems _Engineering SEFS6102 7.5 Project reports /

A – F

2

nd

semester

System Architecture and _Design SEAD6102 7.5 Project reports /

A – F

3

rd

semester

Systems Integration SESI6202 7.5 Project reports / _{A – F}

4

th

semester

Project Management of _{Complex Systems} SEPM6102 7.5 Project reports /

A – F

5

th

semester

Advanced System

Archiecturing

System Supportability and Logistics

Subsea Production Systems Architecture Subsea Production Technical Safety SESA6201 SESL6201 SSSA6201 SST 6201 7.5 Various / A – F

6

th

semester

Knowledge Based Development System Modeling and Analysis

Lean Product Development Robust Engineering Advanced Materials Human Factors Subsea Production Life Cycle Cost and Management

Subsea Production Control Systems SEKD6202 SEMA6201 SELD6202 SERE6301 SEPD6201 SEHF6202 SSCC6201 SSCS6201 2*7.5= 15 Various / A – F

7

th

semester

_{Advanced System} Archiecturing

System Supportability and Logistics

Subsea Production Systems Architecture Subsea Production Technical Safety SESA6201 SESL6201 SSSA6201 SSTS6201 7.5 Various / A – F

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8

th

semester

Master Project SEMP 6301 30.0 Master project report / A – F

The above table is based on the traditional 4-year study plan. The part-time students may have

the flexibility to adjust the study plan based on their working conditions, such as how many

courses to take in each semester. Each course is worth 7.5 ECTS. A total of 30 ECTS of core

course, 30 ETCs of elective courses and 30 ETCs master project must be taken to complete

the master study.

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Master Program of System Engineering

Syllabus

Template version 1.0: 10th of April 2014

SEFS 6102

FUNDAMENTALS OF SYSTEMS

ENGINEERING

7. 5 ECTS

Language of instruction: English

Master of System Engineering –Core course Semester: AUTUMN

1. LEARNING OUTCOME

Knowledge

After completing the course, the student:

 has an understanding of the Systems Engineering discipline and is able to use its core principles

and processes for designing effective systems.

 is able to determine customer needs and to distinguish between the needs and solutions domains.

 is able to translate customer needs into requirements.

 is able to design systems that solve identified needs or perceived market opportunities effectively

and efficiently throughout the entire system's operational life.

 is able to understand the concepts of verification and validation, as well as their implications in the

systems process.

 is knowledgeable of, and confident with, the main systems engineering models.

 is able to analyze the system requirements to make the system reliable, supportable and

maintainable throughout the system’s life cycle.

 has advanced knowledge within the field of systems engineering.

 has thorough knowledge of the theories and methods in systems engineering.

 can apply knowledge to new areas in the field of systems engineering.

 can analyze academic problems on the basis of the history, traditions, distinctive character and place in society of the field of systems engineering.

Skills

 can analyze and deal critically with various sources of information and use them to structure and formulate scholarly arguments.

 can analyze existing thories, methods and interpretations in the field of systems engineering and work independently on practical and theoretical problems.

 can use relevant methods for research and scholarly and /or artistic development work in an

independent manner.

 can carry out an independent, limited research or development project under supervision and in accordance with applicable norms and research ethics.

General competence

 can analyze relevant academic, professional and research ethical problems. 

 can apply his/her knowledge and skills in new areas in order to carry out advanced assignments and projects.

 can communicate extensive independent work and masters language and terminology of the field

of systems engineering.

 can communicate about academic issues, analyses and conclusions in the field of systems

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 can contribute to new thinking and innovation processes.



2. COURSE CONTENTS

The course addresses the following issues:

 Concept and origin of systems engineering; differences with other engineering disciplines.

 Overview of the Systems Engineering Process. Definition of systems engineering as a process

that transforms a functional need into the set of requirements that enable system design and development.

 Concept and type of stakeholders. Techniques for eliciting the requirements from the

stakeholders.

 Definition and types of requirements. High-level requirements versus detailed requirements. The

need domain and the solution domain.

 System Capabilities and Characteristics. System scope, context diagrams, use case scenarios,

checklists, input/output matrices and quality function deployment.

 Developing a Functional Architecture. Transforming detailed requirements into necessary

functions, and evolving from functions to system elements and system structure. Functional, allocated and physical architectures.

 Integration, verification and validation. Verification of requirements and validation of the system as a solution to a need or opportunity. Integration of system elements; integration strategies. Reviews as part of the systems process: business requirements review, system requirements review, system design review, preliminary design review, critical design review, etc.

 Fundamentals of Life Cycle Analysis. The concept of operational effectiveness, introduction to

supportability engineering processes, and integrating life-cycle considerations into the system design process.

 Systems Engineering Management Plan. Purpose and content of the SEMP as the overarching

document that governs a systems engineering endeavour.

3. TEACHING METHODS

The course combines lectures, discussions of papers and the performance of a project in teams to develop an understanding of key systems engineering concepts and principles. Participants will be exposed to numerous case studies and illustrative examples. The team project will allow students to integrate their knowledge and to apply it in practice. The course is designed to facilitate the sharing of experiences among the professionals who participate in the program.

4. PREREQUISITES

Master’s degree entry level.

5. ATTENDANCE

Full attendance during the intensive course week is obligatory. Maximum amount of hours that can be missed is 4, duly justified and never on Friday (day of team project presentations).

6. ASSESSMENT METHODS

Continuous Assessment None

Final assessment 20% group project report

80% individual report from project

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Assessment type/scale A-F

Aids allowed All

7. LITERATURE/READINGS

Author Year Title Publisher

Alberto Sols 2014 Systems Engineering - Theory and Practice Forthcoming

8. NAME OF LECTURERS

Professor Alberto Sols

9. OTHER INFORMATION

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Template version 6.0: 19th of March 2012

SEAD 6102

SYSTEM ARCHITECTURE AND

DESIGN

7. 5 ECTS

Language of

instruction:English

Master in Systems Engineering–Core course Semester: SPRING

1. LEARNING OUTCOME

Knowledge

 Knowledge of systems architecting process

 Knowledge of architecture modeling

Skills

 Be able to create an IDEF0 functional model of a systems architecture;

 Be able to create a SysML model of a system architecture;

 Be able to analyze the relationship between early architecture decisions driven by customer

requirements and the concept of operations. General competence

 Be able to do functional analysis, decomposition and system requirements flow-down;

 Be able to do functional analysis, decomposition and system requirements flow-down.

Attitude

 To be aware of the roles of the system architect on a systems engineering project;

 To understand the notion of modeling to reason about the problem, understand the complexities, and to communicate the architecture with others.

2. COURSE CONTENTS

This course includes an introduction to system architecture; the strategic role of architectures; an architecture metaphor; technology, business, and organizational trends that are increasing system complexity; and the importance of architecture to system integrators.

It provides a review of SE fundamentals, reviewing the systems engineering process from customer needs to system requirements; benefits of a disciplined systems engineering process; introduction of the hands-on case study which students will model during the class.

Presented material provides instruction on developing the functional architecture and includes an overview of the architecture process and developing a logical architecture; scenario tracing. Also covered is a module on functional architecture trade-offs, extending the decomposition process; architectural considerations and trade-offs.

The functional architecture is then traced to the process of developing the physical architecture to include an interface architecture. Material is presented to discuss the distinction between functional and physical architectures; developing a physical architecture that implements a logical design; the role and importance of interfaces; specifying an interface architecture.

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The notion of a complete system model emerges. This includes integrating functional and physical views into a comprehensive system model, linking requirements to models and the flow-down of requirements to every level of the system design; building and using executable functional models. In class exercises reinforce the functional architecting process.

Object oriented approaches, to include the OMG Systems Modelling Language (SysML) are presented. The SysML diagrams are presented, and in class exercises reinforce the use of SysML. SysML exercises use the Astah SysML tool.

Other topics include: Architecture Assessment; Architecture Frameworks – Characteristics of a good

architecture, architectural metrics, examples of system architectures and trade-offs; Object-oriented design and its relation to functional decomposition; the Zachman, DoDAF and other frameworks for describing system architectures.

Presentation of in-class work are conducted as necessary.

3. TEACHING METHODS

The course will comprise a combination of lectures and readings to develop an understanding of key systems engineering concepts and principles. Participants will be exposed to numerous case studies and illustrative examples. In class exercises, performed in small teams allow the students to integrate their knowledge and apply it in a team environment. The course is designed to facilitate the sharing of experiences among the professionals who participate in the program.

4. PREREQUISITES

SEFS 6102 Systems Engineering Fundamentals

5. ATTENDANCE

Full attendance during the intensive course week is obligatory.

6. ASSESSMENT METHODS

Continuous Assessment

Ongoing in-class team project. Class and project participation is mandatory.

Final assessment

An individual practicum model and report created over the 10 week homework period accounts for for 90%.

Individual 3-5 pages paper reviewing one of the provided papers counts for 10%.

Assessment type/scale

A-F

Aids allowed

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7. LITERATURE/READINGS

Henderson, R. Clark, K.

1990 Architecture Innovation: The

Reconfiguration of Existing Product Technologies and the Failure of Established Firms Administrative Science Quarterly, 35 (1990): 9-30 Gorbea, C. Fricke, E. Lindemann, U.

2008 THE DESIGN OF FUTURE CARS IN A

NEW AGE OF ARCHITECTURAL COMPETITION Proceedings of the ASME 2008 International Design Engineering Technical Conferences & Computers and Information in Engineering Conference IDETC/CIE 2008 Kannenberg, A. Saiedian, H.

2009 Why Software Requirements

Traceability Remains a Challenge

CrossTalk The Journal of Defense Software

Engineering, July/August 2009

Krutchen, P 1995 Architectural Blueprints—The “4+1” View

Model of Software Architecture

IEEE Software 12 (6), November 1995, pp. 42-50 Eriksson, M. Borg, K. Borstler, J.

2007 Use Cases for Systems Engineering—An

Approach and Empirical Evaluation

Systems Engineering, Vol. 11, No. 1, 2008 Tyree, J. Akerman, A. 2005 Architecture Decisions: Demystifying Architecture IEEE Software, March/April 2005 Boehm, B. Lane, J.

2007 Using the Incremental Commitment Model

to Integrate System Acquisition, Systems Engineering, and Software Engineering

CROSSTALK The Journal of Defense Software

Engineering, October 2007

Reed, K. 2004 To installers of car stereos, auto systems

sound fishy Integrated wiring cuts into business

The Boston Globe, August 23, 2004

Platt, J. 2011 Career Focus: Systems Engineering IEEE-USA today’s

engineer, 09.11

Delgatti, L. 2013 SysML Distilled: A Brief Guide to the

Systems Modeling Language

Addison-Wesley Professional ISBN-13: 978-0321927866

8. NAME OF LECTURERS

Professor Robert Cloutier

9. OTHER INFORMATION

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SERP 6102

REFLECTIVE PRACTISE

7. 5 ECTS

Language of

Master of System Engineering –Core course– only for industry master program

Semester: All three years

1. LEARNING OUTCOME

After successfully completing this course, the student will have gained: Knowledge

 Knowledge of reflection methods, learning cycle

 Knowledge of communication, framework for domain knowledge, academic writing

Skills

 Be able to reflect on work and education

 Be able to develop themselves from student into a professional employee

Attitude

 To be critical, constructive, context aware, human oriented

 To strive for continuous improvement

2. COURSE CONTENTS

The module will provide subjects every semester during the three-year program.

 Reflection

 My Role and Style

 Critical Thinking

 Domain knowledge

 How to apply SE in my daily work?

 Cultural differences (preparation for international semester)

 Project cultural differences (international semester)

 Communication

 From Student to Systems Engineer

 Academic writing

3. TEACHING METHODS



Reflection notes



Presentations for fellow students and colleagues



Workshops

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4. PREREQUISITES

None

5. ATTENDANCE

Students must complete compulsory coursework.

6. ASSESSMENT METHODS

Continuous Assessment Portfolio assessment Assessment type/scale Pass/Fail Aids allowed All

7. LITERATURE/READINGS

G. Muller 2009 Workshop Reflective Practice;

Course Information

www.gaudisite.nl

G. Muller 2009

- 2011

Workshop course material http://www.gaudisite.nl/BUCmaste

rSE.html

INCOSE 2009 Guide to the Systems Engineering

Body of Knowledge -- G2SEBoK: A comprehensive guide and a singular resource for understanding the extent of the practice of

Systems Engineering.

www.incose.org

8. NAME OF LECTURERS

Professor Gerrit Muller

9. OTHER INFORMATION

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SESI 6202

SYSTEMS INTEGRATION

7. 5 ECTS

Language of

Master of System Engineering –Core course Semester: AUTUMN

1. LEARNING OUTCOME

 Knowledge of systems integration process

 Knowledge of testing, risk analysis, integration planning

Skills

 Be able to understand and implement the technical and business process issues involved in

systems integration.

 Be able to use state of the art theories and practices of several integration aspects with a special

focus on interface management and testability.

 Be able to use system integration in a life cycle concept of the projects.

 Be able to develop a systems integration plan.

Attitude

 To be aware of limits in knowledge, skills, and competences of the development organization

 To take uncertainties and unknowns as starting point to find potential problems early in integration.

2. COURSE CONTENTS

 Defining Systems Integration and test

 Integration planning and monitoring

 Product structure, components and interfaces

 Testing principles and methods, test environments, diagnosis, interaction with integration

 Management and organization of systems integration

3. TEACHING METHODS

Lectures, plenary discussions, group work on cases and projects.

4. PREREQUISITES

SEAD 6101 System Architecture and Design

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Full attendance during the intensive course week is obligatory.

6. ASSESSMENT METHODS

Continuous Assessment Class participation is mandatory. Final assessment

Individual project report from 10 weeks post-course homework period counts for 100%. Assessment type/scale

A-F

7. LITERATURE/READINGS

M. A. Mische 1998 Defining Systems Integration

_{CRC Press}

8. NAME OF LECTURERS

Lecturer from Stevens Institute of Technology or Embedded Systems institute, the Netherlands

9. OTHER INFORMATION

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SEHF 6201

HUMAN FACTORS IN SYSTEM

ENGINEERING

7.5 ECTS

Language of

Master of System Engineering – System engineering elective course

Semester: AUTUMN

1. LEARNING OUTCOME

After successfully completing this course the student should:

 have an understanding and in depth knowledge of Human Factors Anthropometric and

Environment

 capacity for developing Task Analysis data in design outputs, including Human Error analysis

 solid knowledge of developing Human System Integration for systems.

Specifically, the student will have the following qualifications: Knowledge

 of human factors in system engineering and system life cycle and interaction between humans and

technical system components.

 of human cognition (visión, hearing, memory, perception), anthropometry, communication and

cultural differences, how to apply.

 of methods and tools for applying Human Factors in the system design

 of standards, codes and regulations that apply in human factors design.

Skills

 can design and supply the human activities and processes required to support the technical

system.

 determine system requirements

 verify system design meets human factors standards

 write system goals and objectives

 perform task analysis

 specify user requirements for hardware and software

 can define the overall objectives of human factors in systems engineering.

of human factors in systems engineering

 can communicate about academic issues, analyses and conclusions in the field of human factors in

systems engineering, both with specialists and the general public 

 can contribute to new thinking and innovation processes

2. COURSE CONTENTS

The course has the following outline:

1. Introduction (importance of Human Factors, history)

2. HF in System Engineering (involving HF in SE, proceed in parallel with system development)

a) Overview of HF

b) HF in Life Cycle

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d) HF Requirements (product, performance and process requirements)

3. Human Factors

a) Human Cognition (Vision, Hearing, Memory, Perception)

b) Ergonomics, Anthropometry

c) Communication and cultural differences

d) Working Environment (stress, fatigue, performance, teams, work shifts)

e) Environment (Noise, Vibration, Thermal, etc)

f) Human Error

4. Human Factor Requirements

a) Stakeholders

b) HSE

c) Reliability

d) Maintainability

e) Training

5. Human Factors Methods and Tools

a) Standards, Codes and Regulations

b) Human Errors identification, Tools and Methods

6. Human Factors Engineering Design

a) Human System Interfaces

b) Human Factors Integration

c) Motor skills and Manual Controls

3. TEACHING METHODS

The course combines lectures, discussions of papers and the performance of a project in teams to develop an understanding of key systems engineering concepts and principles. Participants will be exposed to numerous case studies and illustrative examples. The team project will allow students to integrate their knowledge and to apply it in practice. The course is designed to facilitate the sharing of experiences among the professionals who participate in the program.

4. PREREQUISITES

5. ATTENDANCE

6. ASSESSMENT METHODS

Final assessment

 20% group project report

 80% individual report from project

Student must achieve pass grades in both the group and individual reports in order to pass the course.

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A-F

7. LITERATURE/READINGS

A. Chapanis, 1996 Human Factors in Engineering Design Wiley, New york

M. S. Sanders and E. J. McCormick

1993 Human Factors in Engineering and Design McGraw Hill

8. NAME OF LECTURERS

Industry Professor João Pedro Gonçalves

9. OTHER INFORMATION

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SEKD 6202

Knowledge Based Development

7. 5 ECTS

Master of System Engineering – System engineering elective course

1. LEARNING OUTCOME

Specifically, the student will have the following qualifications: Knowledge

 Define the nature and topology of Knowledge and KM

 Explain how to formulate a social and technical Knowledge Management framework or Roadmap

 Identify major requirements and issues for designing Enterprise knowledge architecture and

system

 Focus on the human aspects and leadership for effective Knowledge management process within

organizations

 Identify technologies that are most useful for capturing/acquiring, capitalizing, organizing,

distributing, and sharing Knowledge within an organization

 Formulate strategy to capitalize corporate knowledge and to delineate knowledge map with a

special focus on social network analysis, Best practices, Communities of Pratice, ect..

 Grasp an understanding of the value of innovative social networking technologies in the context of

knowledge flow (Social software-Web2.O- Narrative games- Facebook-Twitter, …)

 Define the proper metrics measuring the impacts of KM projects ( Balance scorecard. Quality

functional deployment, etc)

 Link Knowledge management processes with the innovation management capability

Skills

 ability to focus on real business problems

 ability to work individually and in group

 ability to present front an audience

 ability to synthesise

 ability to carry out indendant study and to critically review reserach papers

 can analyze relevant academic, professional and research ethical problems 

 can apply his/her knowledge and skills in new areas in order to carry out advanced assignments and projects

2. COURCE CONTENTS

Engineering business constitutes a segment, where knowledge is considered as an important development asset. This sector is facing various challenges ranging from short time project delivering, cost reduction to environmental issues. Knowledge Industry management, aims at improving the ability of firms to execute business, manufacturing and logistic functions in a more effective way. Furthermore, managers are increasingly being called upon to help manage the knowledge in their organization, beyond conventional information processing. This course explains how organizations,

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groups, and individuals handle their knowledge in all forms, in order to improve organizational performance.

This course will present social approaches and the latest technologies to organize, categorize, search and capitalize the corporate knowledge. New Knowledge management systems called social software will be as well presented. Those tools are ranging from Web-blog, WEB2.0, Wiki, groupware, topic maps, and digital game to sophisticated knowledge server. Socio-technical impacts of new social software will as well be discussed. The underlying objective is to enable the learning behavior in organization.

Understanding Knowledge Management (KM):

This course will introduce you to the basic concepts and terminology of Knowledge and Knowledge Management (KM). This seminar will present the main enablers of knowledge management (People, Processes and Technology) and will explain the benefits that KM can bring to your organization. KM strategies: This lecture will present the various strategies that can be applied to implement KM in your organization. Each organization should design a customized KM strategy aligned with their business strategy.

The Human aspect of KM: This course will present the key role of humans in KM. It will cover the main human factors to take in consideration in order to facilitate knowledge sharing and to reduce knowledge hoarding. Concepts of organizational culture as well as the key components required to evolve to a knowledge sharing culture will be presented. Issues like KM and HR, management styles, reward systems, storytelling will be addressed.

KM Processes: This lecture will present the various steps involved with capturing tacit and explicit knowledge, codifying it and sharing it. It will cover some of the techniques used for knowledge identification and for knowledge mapping in order to embed knowledge in the organization processes. The IT aspect of KM: This lecture will explain the enabling role of Information Technology in KM and will present various technologies and tools that can be implemented in order to facilitate the flow, archival and retrieval of Knowledge. This seminar will cover some of the IT pitfalls to avoid. Value of the Social Technologies such as Web2.0, social software, Facebook, Linked, Twitter will be as well discussed

KM Roadmap: This lecture will introduce the stages required to implement KM in your organization. A step-by-step approach will be presented illustrated by case studies. Participants will design their own KM roadmap all along the seminar.

KM Metrics and Measurements: This seminar will emphasize the need to implement indicators and metrics in order to measure the progress and success of a KM initiative. Various metric types will be presented.

Communities of Practice (CoP), Best practices: This seminar will present the core concepts of Communities of Practice and creation of best practices processes and will explain how they can facilitate knowledge sharing and collaboration across the enterprise. Success stories will be shared. KM & Innovation: This seminar will present what fuels innovation as well as the role of KM in innovation. Both product/service innovation and business processes innovation will be covered.

3. TEACHING METHODS

 Standard lecture + case studies (film)+ Guest talks given by Leading experts within Knowledge

Management field

 Knowledge Café

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4. PREREQUISITES

None

5. ATTENDANCE

6. ASSESSMENT METHODS

Continuous Assessment

Mandatory written individual and/or group deliverables during the course, assessed as approved/not approved. Individual or group Project works.

Final Assessment

Project work should lead to papers/report that will be assessed. Assessment Type/Scale

A-F

7. LITERATURE/READINGS

Aurilla A. Arntzen

2012 Leading Issues in Knowledge

Management Research

Academic Publishing International

8. NAME OF LECTURER

Professor Aurilla Aurélie Arntzen

8. OTHER INFORMATION

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SELD6202

Lean Product Development

7. 5 ECTS Language of

Master of System Engineering –System engineering

elective course Semester:_AUTUMN

1. LEARNING OUTCOME

Knowledge

The course will give the student knowledge of the following topics:

 Building sustainable and competitive enterprises through organization, leadership, strategies and

operational practices for efficient and effective New-product development (NPD);

 The basic principles of lean and their translation to functional areas outside manufacturing;

 Lean product development fundamentals, the understanding of value (creation) and strategies to

integrate the production and the knowledge value streams as a means to mitigate project risks;

 Seeing lean product development as a system within the total enterprise/business system, and

understanding the main components and characteristics of such a framework;

 Insight into the most common tools for applying the lean concept to NPD, including risk mitigation,

knowledge management, systematic problem solving and visual planning and management;

 Taking the concept from theory to industrial practice; including research state-of-the-art,

implementation strategies and local demonstrator cases (from select companies). Skills

The student shall master the following:

 To apply the gained insight into NPD as the heart of a sustainable business system, in organizing

for efficiency and effectiveness.

 To be able to apply systems thinking in assessing value creating activities, and converting this capability into prioritizations both at individual, team and company levels.

 To deploy the lean concept to information and knowledge processes.

 To manage the use of an assortment of product development and lean tools for ‘doing-the-right-

things-right’.

 To exert research/theory in industrial practice by identifying improvement opportunities and

establishing implementation strategies based on gap analysis and prioritizations. General competence:

The student shall on a general basis understand new product development and its relationship, interplay and interrelationship with other parts of the enterprise/business system. Based on this competence s/he shall be able to participate in systematic NPD improvement initiatives at company, team and individual levels. Developing a fundament for better communication between different functional areas, and organizational levels, is a primary goal in this course.

2. COURSE CONTENTS

 Lean enterprise – systems thinking, including

o Business system, organizational structures, models, operations, culture (in brief); benchmarking

NPD performance and best practices

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o New product development and engineering ‘schools’ (in brief); the lean principles and its applications NPD; lean framework; governance vs. guidance; research cases and industrial best-practice

 Lean product development toolbox, including

o Risk mitigation and prioritization (Pugh); knowledge management; problem solving;

communication: visual boards, planning and management

 Industrial lean product development cases, including

o Up to four cases from local/Norwegian companies sharing their experience in implementing lean

into product development, successes and failures

3. TEACHING METHODS

Subject oriented lectures and tutorials. Class discussions and project assignments

Mandatory written individual and/or group deliverables during the course. Project topics/problems will be offered and/or proposed by individual and/or group.

4. PREREQUISITES

SEFS 6102 System Engineering Fundamentals (not required, but an advantage) Introduction of business management (not required, but an advantage)

5. ATTENDANCE

Party voluntary

6. ASSESSMENT METHODS

Mandatory written individual and/or group deliverables during the course, assessed as approved/not approved. Must be approved prior to final exam.

Mandatory oral presentation (Powerpoint) of a self-elected topic, which is central in the curriculum during the first week of gathering. Pass or fail criterion is applied.

Project assignment where the students submit a written report on a selected topic within Lean Product Development at the end of the semester. The report is graded according to the scale below, and counts 100% on the final grade.

For the students who is taking this course for 10 ETCs, in addition to the above, the students make a

written report on the self-elected topic for additional 2.5 ETCs, which is to be submitted as a ‘mini project’ and structured as a report (maximum 20 pages) within 2 weeks after the first week of gathering. Pass or fail criterion is applied.

Assessment Type/Scale A-F

Aids allowed

No aids allowed at final exam, except advanced calculator.

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T. Welo 2013 Textbook/compendium specifically made for

this course (approx. 200 pps)

* Relevant articles and research papers are required to read or texbooks recommended for reading will be defined during the course.

8. NAME OF LECTURERS

Professor Torgeir Welo

9. OTHER INFORMATION

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SEMA 6201

SYSTEM MODELLING AND ANALYSIS

7.5 ECTS Language of

Master of System Engineering –System engineering elective course

1. LEARNING OUTCOME

 Knowledge of CAFCR framework and its submethods

 Knowledge of modeling, quantification, credibility, accuracy, and working range

 Knowledge of need analysis, dynamic behavior, qualities

Skills

 Be able to understand and use the CAFCR framework and its

 Be able to develop models of a system based on facts with limited accuracy and credibility and

based on this model be able to make decisions supported by facts being explicitly aware of accuracy, credibility, and applicability of the facts.

 Be able to analyze and make system design decisions with focus on the usage and life cycle

contexts of the system. General competence

 Be able to develop and analyze systems in their context by modeling.

Attitude

 To strive for understanding, fitness-for-purpose, and stakeholder satisfaction.

2. COURSE CONTENTS

The course is based on the extended CAFCR framework. The CAFCR model is a

decomposition

of

an

architecture

description

into

five

views:

The

Customer’s objective view (

what

the customer wants to achieve) and the

Application

view (

how

the customer realizes his goals) capture the needs of the customer. The

what

and

how

aspects

of the customer’s view provide the justification (

why

) for the specification and

the

design.

The Functional view describes the

what

of the product, which includes (despite its name) the

non-functional

requirements.

The

how

of the product is described in the conceptual and realization views.

The CAFCR model is extended in the life cycle context with all creation and product life

cycle considerations.

The course provides an overall modelling approach from fact-finding to decision-making:



Gathering inputs based on market research or from measurements; setting up

experiments.

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

Modelling the usage context and modelling the life cycle context; frequency of change,

impact of change.



Integration of multiple models and their results to reason about decisions and to support

decision-making.



Analysis of error propagation, accuracy, credibility, and working range of the model

itself, of the system design and of the system in its context.

3. TEACHING METHODS

Lectures, plenary discussions, group work on cases and projects.

4. PREREQUISITES

Core knowledge of Systems Engineering

5. ATTENDANCE

Full attendance during intensive week is obligatory. Students must participate in group work on cases.

6. ASSESSMENT METHODS

Team project report from 10 weeks post-course homework period counts for 80%. Individual project report from 10 weeks post-course homework period counts for 20%.

Students must achieve pass grades in both the team and the individual reports in order to pass the course. Assessment type/scale A-F Aids allowed All

7. LITERATURE/READINGS

G. Muller 2007 System Modeling and Analysis: A

Practical Approach

http://www.gaudisite.nl/SystemMo delingAndAnalysisBook.pdf

G. Muller 2005 CAFCR: A Multi-view Method for

Embedded Systems Architecting; Architectural Reasoning Explained

http://www.gaudisite.nl/Architectur alReasoningBook.pdf

8. NAME OF LECTURERS

Professor Gerrit Muller

9. OTHER INFORMATION

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SEPD 6201

ADVANCED MATERIALS AND

SELECTIONS

7.5 ECTS

Master in Systems Engineering–Depth elective course– Specialisation in Product Design

1. LEARNING OUTCOME

Knowledge The student

 has fundamental knowledge about physical and mechanical properties and application of both

metallic , non-metallic materials, and composites as construction materials, and ideal sources;

 has fundamental knowledge about surface science and applications;

 has fundamental knowledge about strengthening of materials and selections.

Skills The student

 is able to classify some important light metal alloys as well as polymers and composite materials according to their composition, physical and mechanical properties;

 is able to adapt a design based requirements in order to meet the desired properties specifications;

 is able to select and modify the design and production parameters in order to reduce the chances of

failure in a product. General Competence The student

 can optimize the design and temperature a product is manufactured based on composition of the

material;

 can differentiate between varieties of composites, based on their mixing proportion and matrix- fiber composition and properties;

 can select the most suitable manufacturing technique in order to meet the properties specification of

the product.

2. COURSE CONTENTS

Light metals: Alloys of Aluminium, Magnesium, Titanium and copper. Polymers, Ceramics, Composites. Rules of mixture. Dislocations and surface defects. Surface science, Dispersion strengthening by phase transformation and heat treatment, Aging. Martensite and shape-memory alloys. Material Selection: General concept, Material Properties for Design. Software practice.

3. TEACHING METHODS

Lectures, tutorials, working with material selection software, literature research and report in a publishable form.

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4. PREREQUISITES

A full Bachelor degree with in one the following disciplines: Chemical Eng., Mechanical Eng. Metallurgical Eng. Materials Science& Design Eng. Physics and/or similar areas.

5. ATTENDANCE

Students must complete compulsory course work and must attend all the lectures.

6. ASSESSMENT METHODS

There are two compulsory assignments, each weighing a sum of 25% of the total marks and to be delivered at the before the specified deadlines.

Final assessment

Evaluation of the all the assignments will include a final viva voice (oral exam) which will determine the total marks obtained.

Assessment type/scale A-F

Aids allowed Nothing

7. LITERATURE/READINGS

Author Year Title Publisher ISBN no

D. Askeland and Pradeep P. Phule

2005 The Science and

Engineering of Materials, 5.edition

Thomson-Engineering 0-53-455396-6 M. F. Ashby and D. R. Jones,

1988 Engineering Materials 2 Pergamon Press

0-08-032531-9 Kalpakjian

and Schmid

1999 Manufacturing Engineering and

Technology

Prentice Hall International

0-13-017440-8

*Software Material Selection: CES EDUPack 2005.

*Here lists some links of pre-reading and more might be announced later:

http://www.succeed.ufl.edu/content/Russ%20VIMS/Vims.html http://www.composites-by-design.com/index.htm

http://www.mrl.columbia.edu/ntm/Chapter1.html

8. NAME OF LECTURERS

Professor Mehdi G. Mousavi

9. OTHER INFORMATION

Course Timetable:

Date Module

Day 1 Light metals: Alloys of Aluminium, Magnesium, Titanium and copper.

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Day 2 Polymers, Ceramics, Composites, structure, properties, types and synergies. Rules of mixture, Processing methods

Day 3 Dislocations and surface defects. Surface sciece, Dispersion

strengthening by phase transformation and heat treatment, Aging, Applications and processes, Martensite and shape-memory alloys.

Day 4 Material Selection: Material Properties for Design, case studies and

software practice.

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Template version 1.0: 10th of April 2014

SEPM 6102

PROJECT MANAGEMENT OF

COMPLEX SYSTEMS

7. 5 ECTS

Master of System Engineering –Core course Semester: SPRING

1. LEARNING OUTCOME

Knowledge

After successfully completing this course the student:

 is able to analyze and use the project as a tool to meet a set of requirements.

 is able to develop their project manager’s role as the application of knowledge, skills, tools, and techniques through the five phases of initiating, planning, executing, controlling and closing work in a project.

 is able to decompose the project scope in tasks, arranged in a work breakdown structure, and to select the most appropriate technique for planning the performance of those tasks.

 is able to practice the tools and methodologies useful for effective management of systems

engineering and engineering management project.

 is able to use advanced concepts of project management and understand the building blocks for managing complex systems.

 is able to do the follow-up of the project regarding technical progress, costs, quality and schedule.

 is able to understand and implement proper business ethics in their project manager role.

 has advanced knowledge within the field of project management

 has thorough knowledge of the theories and methods in project management

 can apply knowledge to new areas in the field of project management

 can analyze academic problems on the basis of the history, traditions, distinctive character and place in society of the field of project management

Skills

 can analyze and deal critically with various sources of information and use them to structure and formulate scholarly arguments

 can analyze existing thories, methods and interpretations in the field of project management and work independently on practical and theoretical problems

 can use relevant methods for research and scholarly and /or artistic development work in an

independent manner

 can carry out an independent, limited research or development project under supervision and in accordance with applicable norms and research ethics

 can analyze relevant academic, professional and research ethical problems 

 can apply his/her knowledge and skills in new areas in order to carry out advanced assignments and projects

of project management

 can communicate about academic issues, analyses and conclusions in the field of project

management, both with specialists and the general public 

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2. COURSE CONTENTS

The course addresses the following issues:

 Concepts of project and of project management. The iron triangle: technical performance, cost,

schedule. Benefits and obstacles of project management; basic concepts of project management; defining roles of leadership in a project.

 Bounding project scope: creating the project charter. Project taxonomy; implications in project

management of the classification of a project.

 Work breakdown and organizational structures. Work breakdown structure; organizational

structures; selecting the organizational form.

 Concept of task planning. Main planning techniques: Gantt charts, PERT and CPM diagrams, and

critical chain.

 Leading and managing the project team. The difference between management and leadership;

power and the influencing of behaviour; sources of authority; team-building and conflict resolution techniques; successful motivation practices; effective leader communications; the Belbin roles.

 Project control. Concept of project balance scorecard and of key performance indicators. Earned

value analysis; change control, and configuration management.

 Concepts of risk and risk management; risk mitigation strategies. Concepts of quality and quality

management.

 Fast-tracking projects: concept, reasons for fast-tracking, and main strategies for so doing.

 Evaluating, directing, and closing out a project. Independent assessments; project close-out;

lessons learned.

 Business ethics – The importance of ethics in the PM profession.

3. TEACHING METHODS

The course combines lectures, discussions of papers and the performance of a project in teams to develop an understanding of key project management concepts and principles. Participants will be exposed to numerous case studies and illustrative examples. The team project will allow students to integrate their knowledge and to apply it in practice. The course is designed to facilitate the sharing of experiences among the professionals who participate in the program.

4. PREREQUISITES

5. ATTENDANCE

6. ASSESSMENT METHODS

Final assessment 20% group project report

80% individual report from project

Student must achieve pass grades in both the group and individual reports in order to pass the course. Assessment type/scale

A-F

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7. LITERATURE/READINGS

A. J. Shenhar and D. Dvir Muller

2007 Reinventing Project Management Harvard Business Press

8. NAME OF LECTURERS

Professor Alberto Sols; Industry Professor Jan-Eirik Korssjoen

Experience based Master Program of Systems Engineering Year