Learn the concepts of systems, systems thinking and systems lifecycle, all of which are necessary when dealing with complex problems. This course will examine several main systems approaches that deal with complex problems in the planning, developing and managing of engineering and technological systems.

Particular attention will be given to developing your competency in applying systems engineering approach and your understanding of the fundamental systems concepts. This will allow you to participate effectively in large-scale system design and support projects involving systems engineering activities that focus on the creation of engineering solutions.

 

Course coordinator

Professor John Mo - School of Engineering

Course objectives

  • Describe, investigate and analyse complex engineering systems and associated issues (using systems thinking and modelling techniques);
  • Develop creative and innovative solutions to engineering problems;
  • Anticipate the consequences of intended action or inaction and understand how the consequences are managed collectively by your organisation, project or team;
  • Initiate, plan, lead or manage engineering activities; and
  • Understand the scope, principles, norms, accountabilities and bounds of contemporary engineering practice in the specific discipline.

Learning outcomes

Upon successful completion of this course, you should be able to:

  • Apply principles of system engineering and system lifecycle approaches to analyse and design complex engineering solutions to real-life problems;
  • Develop new operational capability using system engineering management approaches;
  • Apply system engineering approach for development of new engineering products or improvements of in-service engineering assets;
  • Analyse implications of legacy systems on technology insertion and upgrades in relation to the system as a whole; and
  • Manage complex engineering projects including operations, design, sustainment and decommissioning.

Assessment

Assessment for this course will occur at various times across the seven-week teaching period. In most cases, assessment should follow a similar structure to the below:

  • A short assessment may occur in the first couple of weeks, driven mostly by peer-assessment or objective feedback as is the case of a survey quiz or contribution to discussion.
  • Assessments that occur mid-study period (approximately week 2 to 5) will have a highly formative purpose, like an extended case study or a scenario role play. These are intended to provide an indication of performance and occur at this time to enable positive changes to future performance.
  • Final assessments are usually summative, and generally draw the course's threshold concepts together. Your previous assessments will have directly prepared you for a summative-style assessment.

Rich, online feedback will be provided to you throughout the teaching period on practical exercises and by individual consultation, ideally within five business days.


Please note, unit structure and content are subject to change. Contact your RMIT Student enrolment Advisor on 1300 701 171 for more information based on your particular circumstances.