Negotiating knowledge in systems engineering curriculum design: shaping the present while struggling with the past

Designing a systems engineering curriculum is a complex process, not in the least because it involves a variety of academic professionals whose perceptions and interests rarely concur from the onset. The variety in stakeholders breeds variety not only in values and objectives, but also in supposed,...

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Bibliographic Details
Published in:IEEE transactions on human-machine systems 2000-05, Vol.30 (2), p.197-203
Main Authors: Bots, P.W.G., Thissen, W.A.H.
Format: Article
Language:English
Subjects:
Context modeling
Couplings
Cybernetics
Design engineering
Education
Educational programs
Engineering management
Knowledge engineering
Management
Mathematical models
Perception
Policy analysis
Process design
Systems engineering
Systems engineering and theory
Systems engineering education
Technology management
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Summary:Designing a systems engineering curriculum is a complex process, not in the least because it involves a variety of academic professionals whose perceptions and interests rarely concur from the onset. The variety in stakeholders breeds variety not only in values and objectives, but also in supposed, and mostly tacit views of an educational system. In such an ambiguous design context, models serve to make knowledge explicit and facilitate communication. The paper contains a description of curriculum design in systems engineering, policy analysis, and management (SEPA) at Delft University of Technology (DUT), with a particular emphasis on these models, and the way they are embedded in a systems approach to curriculum design.
ISSN:1094-6977
2168-2291
1558-2442
2168-2305
DOI:10.1109/5326.868441