Integration of international competencies into systems engineering graduate programs

Abstract

It has been widely acknowledged that systems engineers require international competencies to address global problems and participate in diverse teams to enable them to work with people who think differently and whose beliefs and culture might be different. However, practical approaches to build these competencies in graduate-level systems engineering programs are few. This paper offers an approach to facilitate learning for the international competencies required to be a successful systems engineer in an international arena. Most systems engineers pursuing master's degrees are working full time and some are taking classes in a web-based or distributed mode. This renders most of the methods suggested for teaching international competencies in undergraduate (or full-time graduate) curriculums untenable, that is, requiring a second language, studying abroad, or other time-intensive or location-specific activity. The aim of this paper is to derive a model that provides a guideline on how to facilitate learning of the international competencies and support the competencies building process with the required flexibility expected of a graduate level learning program. The competency building model was derived from literature and piloted using a COVID-19 case study; the case study is based on a typical systems engineering exercise combined with social learning aspects that initiate the development process of international competencies. The model provides an example of how some of the international competencies can be integrated into existing systems engineering curricula and the example case study illustrates a specific implementation for part-time, graduate students. This research offers a transition from theory to application and identifies practical approaches to transfer international competencies to graduate students. As highlighted by literature and by the case study pilot, by facilitating exposure to different problem perspectives, as well as deliberate reflection and analysis during teaching interactions, these competencies can be built.