Systems thinking is an indispensable tool in comprehending and analyzing real-world phenomena. Observed processes are naturally composed of many interconnected components which ought to be studied jointly rather than individually. Engineering systems thinking is a very valuable skill, which helps to successfully execute multi-disciplinary projects. In high-tech companies that deal with complex and dynamic systems projects, the need for engineers with high systems thinking skills is growing. Engineers with high systems thinking skills are able to understand the big picture and the project in its entirety, both functionally and conceptually, without necessarily knowing all of the small details. Systems thinking enables understanding the entire system beyond its components, and clarifies the importance of the isolated component as part of the system as a whole. Systems thinking helps understand how sub-systems connect to one whole system, and provides solutions for the client's specifications and requirements. In addition, systems thinking enables perceiving the inter-relationships and mutual influence among the system's components and other systems. The current study examined the development of systems thinking among engineers and engineering students. In addition, the personality traits of engineers with high systems thinking skills were examined by the Myers-Briggs Type Indicator (MBTI) personality type test. This article also presents the initial results of the development of a new systems thinking study course, taught as a pilot course to industrial and management engineering students. It seems that engineers with certain personality traits can acquire or improve their systems thinking capabilities through a gradual, long-term learning process and by acquiring the necessary tools. Additionally, the study includes recommendations for the continuation of ongoing research on developing systems thinking.

Abstract:Purpose: This paper concerns the undergraduate "Industrial Engineering and Management" curriculum. The purpose of the research was to examine the extent to which there is in-depth coverage of teaching/learning in the combined field of industrial engineering and management, as opposed to breadth in multidisciplinary teaching/learning in this field (the T-shaped dilemma). In line with this aim, the following research question was derived: With respect to the breadth of multidisciplinary teaching and the depth of teaching in industrial engineering and management, what is the desired situation as opposed to the actual situation?Design/methodology/approach: To examine the T-shaped dilemma, 16 in-depth interviews were conducted with senior-level managers in industry, and with leading academics in the fields of industrial engineering and management. The interviewees were asked questions regarding the planning and design of the curriculum in these fields. The analysis of the interviews was carried out by ascribing categories to the data, and presenting the categories with the highest frequencies in all of the interviews. acquiring a strong theoretical foundation, the implementation of which is then expressed in diverse applications. Research limitations/implications:Owing to time constraints, the research only included 16 in-depth interviews. In order to increase the external validity of this research, more interviews should be executed. Originality/value:The framework of this research is unique in terms of the topic and analytic processes.

The current study deals with the development of systems thinking among systems engineers. The goals of the study are to identify the factors that influence the development of systems thinking among systems engineers and to find ways to encourage this development. This study is part of the effort of a full range of studies, which combine different disciplines, are being conducted among a number of populations, and use a variety of research tools.

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There are two significant “players” in development projects: the project manager and the systems engineer, both working together in cooperation with the aim of carrying out technical (execution/performance, quality) and managerial (schedule, costs, and customer satisfaction) project goals. The goal of the current study is to identify the management processes shared by project managers and systems engineers in the defense industry, understand which factors influence how joint project management is accomplished and how it impacts meeting project goals, and provide recommendations for joint project management that will lead to project success. The research method was qualitative, based on 16 semistructured interviews with project managers and systems engineers in defense companies that deal with the development of technological systems. The main recommendations for joint project management are: clear distribution of responsibility and delegation of authority between the two professionals before starting the project; choosing a project manager who was once a systems engineer or who possesses engineering knowledge; insistence on an ongoing dialog between the two professionals and solving/preventing conflicts through discussion and persuasion; as well as expanding common ground between the project manager and systems engineers’ areas of responsibility.