Opportunities and Challenges of Sociotechnical Systems Engineering

Abstract

The authors propose a Sociotechnical Systems Engineering (STSE) framework that elevates the requirements and concerns of external/global stakeholders to be on par with those of traditional system users and counters the argument that profit motivation should be the dominant factor when deciding which systems we should build. STSE offers a more complete perspective on what it means to deliver a balanced solution. The authors distill unique elements of Sociotechnical Systems Engineering (STSE) and an integrated framework. The framework serves as the foundation for ongoing discussion of opportunities and challenges associated with our evolving practice of SE. Traditional SE framework, practices and processes remain intact. STSE emphasizes the importance of accounting for societal considerations and hidden costs excluded from our current decision‐making consideration. Post‐deployment societal outcomes we experience may not lie in our ability to perform SE/STSE, but in the governing motivations as we do so.

Evidence of Sociotechnical Thinking in Engineering Students

“…In addition, the parallel delivery of these courses -e.g., their existence alongside and separate from core engineering courses, as opposed to being integrated with other content -can make it challenging for faculty and students to make important connections between social and technical aspects of engineering [23]. This ability to acknowledge and respond to sociotechnical nature of the structures and processes that encompass engineering is called sociotechnical thinking (STT) [13]. Integrating STT in engineering education is important, as considering engineering as sociotechnical can help students develop more thorough understandings of engineering practice, create more well-rounded and inclusive designs [12], and reduce the unwanted social and environmental consequences of engineering work.…”