Systems Engineering for Defence Capability MSc

• Jeremy Smith

The aim of this workshop is to consolidate the material in the taught phase of the Systems Engineering for Defence Capability, providing an opportunity to assess the student’s ability to apply this knowledge to a realistic systems problem.

The module uses learning from all core and some optional modules to allow the implementation, practice and use of learning together in an evolving, example case study. 

On successful completion of the module a student should be able to:

Knowledge

• Demonstrate a systematic and critical knowledge and appropriate use of advanced Systems Engineering techniques

Skills 

• Analyse a real-world problem using Systems Engineering approaches and tools as part of a through-life acquisition approach
• Evaluate the application of advanced Systems Engineering techniques to real-world systems problems
• Demonstrate the ability to work as part of a team in tackling a realistic systems problem

• Dr Steve Barker

The aim of this module is to differentiate between a range of systems approaches relevant to systems engineering and their applicability across the systems engineering lifecycle. It explores complex adaptive systems, such as organisations and large-scale engineered solutions, and provides concepts, methods and ways of thinking that can deal with such complexity. In particular, it will present different ways of looking at the systems engineering requirements of defence and will consider the characteristics of methodologies appropriate for modelling defence problems and capability needs.

Indicative module content:

Systems Thinking

• why systems thinking?
• the philosophy behind systems thinking,
• unravelling complexity,
• map of methods,
• systems challenges.

Systems Methods and Techniques 

• types of systems,
• representing systems with models,
• overview of a relevant set of systems methods and techniques,
• use of multiple methods.

Application of Systems Methods

• practical application of methods and techniques,
• discussion on systems, methods and techniques.

• differentiate systems concepts,
• assess the underlying principles of systems methods,
• consider how Systems Engineering information may be elicited using soft and hard systems methods.

• demonstrate the ability to think systemically and conceptually,
• apply a set of systems methods and techniques,
• construct relevant models of systems problems and analyse them appropriately to propose viable solutions,
• judge the practical application of systems methods and techniques.

• Rick Adcock

To enable students to develop potential solutions to capability level problems using Systems Engineering methods and techniques.

This module considers how the life cycle and process approaches of SE are applied to Enterprise capability in general.  The Capability Management processes of UK defence are described and discussed in relation to this theoretical viewpoint.

 Detailed content covers:

• Definitions of Enterprise, Service and Capability as systems.System of Systems concepts and how they have evolved
• Overview of UK MoD Financial and Capability Management (FinMilCap)
• Capability Challenges, how have changes in operation, delivery and technology changed how we think about capability across the enterprise.
• Capability Integration
• Introduction to MODAF and the System of Systems Approach (SoSA)

A detailed defence example is used to illustrate the use of SE in Capability Management across the above content

 

On successful completion of this module a student should be able to:

Knowledge

• Interpret System Engineering Lifecycle in the context of capability
• Asses the trade-off and legacy issues which affect capability requirements
• Examine how capability requirements can be interpreted at the programme and project level
• Consider the purpose of architectures in a capability context.

Skills

• Apply Systems Engineering methods to allocate capability functional views to physical systems views
• Assess the implications for acquisition in using a system of systems approach to capability

• Rick Adcock

The aim of this module is to recognise how systems engineering processes can be used to support acquisition through a generic project life cycle. It will provide an overview of how systems engineering is applied to the delivery of system products and services in a generic project lifecycle. The main focus is on the early life cycle stages exploring problems, proposing and evaluating solution options and planning for subsequent life cycle stages. 

Indicative module content:

• introduction to systems modelling techniques (in particular SySML),
• relationships between life cycle processes and principles of systems thinking, e.g. boundary, context, purpose, relationships, scenarios, etc.,
• architecture and requirement definitions (views, viewpoints, frameworks, atomized requirements, levels of specification, measures of effectiveness and performance),
• logical architecture (defining a system of interest); physical architecture (top down vs bottom up solution synthesis); analysis and trade-off,
• nature of requirements (stakeholder and system) and the role of an intelligent customers,
• anatomy of a requirement, pitfalls of writing and assessing good requirements, requirements management ,
• through life approaches (basic introductions and discussion),
• through life planning and life cycle tailoring,
• relationships to defence acquisition (including individual and team competencies).

• Dr Tim Ferris

The aim of this module is to examine the application of Systems Engineering Processes in detail and introduce more advanced lifecycle topics such as dependability and resilience.

This module provides further depth on lifecycle processes from the Lifecycle Processes Introductory module (LPI) and expands to look at dependability and resilience, and the challenges of specialist domains from a lifecycle processes perspective.

Consideration of Lifecycle Processes for Specialist Domains

• Define the dependability topics and their interrelationships
• Discuss when the dependability topics should be considered within a lifecycle
• Explain the principles of requirements, architecture, integration, verification and validation and trade-offs in the context of the specialist domains
• Discuss the principles and practices which underpin lifecycle tailoring for specialist domains

Problem Solving

• Applying Lifecycle tailoring and requirement capture to defence example from a specialist domain perspective

 



 

On successful completion of this module a student should be able to:


Knowledge

• Define the dependability topics and their interrelationships.
• Discuss when the dependability topics should be considered within a lifecycle.
• Explain the principles of requirements, architecture, integration, verification and validation and trade-offs in the context of the specialist domains.
• Discuss the principles and practices which underpin lifecycle tailoring for specialist domains.

Skills

• Choose lifecycle process tailoring appropriate to specialist domains.
• Evaluate trade-offs across the Lines of development with awareness of dependability topics.
• Defend the selection of suitable verification and validation methods used throughout a lifecycle.
• Develop a test and evaluation plan for the dependability topic requirements

• Dr Tim Ferris

Given the ever-changing nature of challenges facing defence procurement in the 21st century, this module defines a systems approach, introducing systems thinking and systems engineering, and illustrates their use across the acquisition lifecycle.

Indicative module content:

• academic study skills,
• library study skills,
• the philosophy of thinking about systems,
• management of defence,
• the evolution of systems engineering,
• introduction to systems and systems concepts,
• systems methods and techniques ,
• ‘the systems lifecycle’,
• lifecycle modelling workshop.

 

On successful completion of the module a student should be able to:

Knowledge

• explain personality types through Myers-Briggs type Indicator,
• outline the nature of systems philosophy,
• interpret and apply a systemic research process,
• interpret alternative ways and approaches to considering a problem,
• differentiate between systems concepts,
• illustrate a suitable approach to assessment,
• express principles of systems, viewpoints, lifecycles and processes within the context of systems engineering.

Skills

• apply the theory of systems approach to an appropriate defence example,
• demonstrate use of correctly referenced literature.

To prepare students for their thesis by explaining the process, rules and regulations and identifying key members of staff.

The Module runs over a period of one week and comprises a number of lectures, workshops, preparation time and a final presentation that will focus the student towards:

1. The submission of their Thesis Proposal form 
2. An end-of-week presentation.

Introduction to Your Thesis
The intent of this material is to:

• Introduce the administration required to complete a Thesis Proposal form
• Introduce the what, why and how of completing a Thesis.

Formatting your Thesis
This session, which is run by staff from the Academic Information Systems Group, will introduce the handling of complex documents in Microsoft Word to enable the write up of the thesis with as few IT problems as possible. This session is highly recommended.

Study Skills
The study skills material consists of lectures on how to use the library for research. The intent of the material is to enable the students to:

• Understand the need to reference and carry out sound research
• Analyse and store the large amount of data collected during the research process.

Thesis Pitfalls
During this discussion session the student will be introduced to the possible pitfalls and issues that could be encountered during the thesis period. These will include: 

• General errors when writing the thesis
• Ethics awareness
• Common mistakes when presenting your thesis to the examiners
• Common mistakes with communication skills. 

On completion of this un-assessed module the student will be able to:

• Explain the purpose of a thesis
• Discuss the desirable characteristics of self-directed research
• State the University regulations and procedures which are applicable to their thesis
• Write a thesis proposal
• Identify the risks associated with undertaking a thesis
• Locate information relevant to the creation of a thesis
• Judge the value of information gathered in the course of research.

• Professor Emma Sparks

The aim of the thesis is to give students experience of applying the principles, practices and processes developed in the course to a real-world problem of interest to them. Students will normally conduct the thesis in the second half of their period of registration.

 Where possible, the title will be chosen in consultation with the sponsor to ensure that a topic of interest and relevance is selected. The student, in consultation with their Workplace Mentor, FEC and the Academic Mentor should select a thesis during the first half of the period of study. However, students will not normally start the thesis until they have completed the taught phase and at a minimum all compulsory modules have been successfully completed. Part-time students may produce their thesis over more than one academic year. 

• The Thesis forms a vital element of the programme of study and offers the opportunity for students to develop and apply their skulls as Systems Engineers. The identification and completion of a suitable Thesis is central to the successful outcome of the course. 

• Student Thesis topics may be selected from current programmes in the MOD and/or industry acquisition community, and students are encouraged to suggest possible topics which are in line with their career interests and/or personal experiences. However, a topic which is relevant to a student’s career will only be chosen when supervising staff are satisfied that it is academically suitable.         

 



 

On successful completion of this module a student should be able to:

Knowledge

• Demonstrate an ability to acquire, organise, discuss and assess knowledge associated with complex problems
• Apply acquired knowledge which is appropriate to the subject of the thesis

Skills

• Plan, organise and undertake an individual, open-ended research activity with appropriate supervision
• Work individually to agreed milestones, establishing clear objectives and specifications
• Demonstrate an ability to gather and critically appraise data, and to utilise it within the appropriate academic and practical context
• Critically apply appropriate methods, tools, techniques, processes and knowledge to a complex problem
• Communicate findings in the form of a written dissertation and oral presentation

• Laura Lacey

The aim of this module is to enable the students to understand the principles and application of Availability, Reliability and Maintainability (A,R&M) and to understand the influence and contribution of the strategies adopted for maintenance and logistic support on the mission effectiveness and availability of equipment.

• The concepts of function, failure, fault and defect in the context of reliability, maintenance, maintainability and availability
• The relationship between A, R & M and Systems Engineering
• Investigate Availability and the constituent parts that management can influence
• Contracting strategies for Availability including Contractor Logistic Support
• Contracting for Availability and for Capability
• Current and novel measures of reliability and maintainability
• Combining reliability and maintainability to achieve availability
• Reliability Centred Maintenance (RCM) and its contribution to system effectiveness during the design process and subsequently once equipment has entered service
• Lifecycle reliability using e.g. the ‘bathtub’ curve
• Estimating system reliability using tools such as Fault Tree Analysis
• MOD’s methods and procedures for assured delivery of A,R & M
• Analysing redundancy using tools such as reliability block diagrams
• A brief introduction to design of maintenance and maintenance strategies – e.g. corrective and preventative maintenance and impacts on A, R & M
• Maintenance Strategies to provide equipment repair and overhaul and Through-Life Support (TLS)
• Logistic Support and the Support Chain, including strategies and initiatives to minimise delay
• The Integrated Logistic Support (ILS) process
• ILS tools: Failure Modes Effects and Criticality Analysis (FMECA) and Level of Repair Analysis (LORA)
• Health and Usage Monitoring Systems (HUMS) and prognostics – the contribution to maintenance and TLS

 



 

On successful completion of the module a student should be able to:

• Explain the terms Availability, Reliability, Maintainability, Integrated Logistic Support and Supportability (A,R,M, ILS and S) and give supporting examples of each
• Appraise how the terms A,R,M, ILS and S are interrelated, including any trade-off and impact on a support strategy 
• Plan the application of A,R,M, ILS and S methods to existing and future military systems and summarize their influence on equipment availability
• Defend the R,M, ILS and S techniques selected during concept, design, development, demonstration, production and trials
• Assess the relationship of A,R,M, ILS and S when applying a systems engineering approach
• Present a case for a critical audience on the A,R,M, ILS & S issues applied to a new or existing piece of military equipment

• Dr Ken McNaught

The aim of the module is to provide students with an awareness and understanding of a wide range of modern analytical methods to support and enhance their decision making for complex systems engineering problems.

Dealing with Uncertainty and Risk

• Pay-off Matrices: Structuring decision problems using a pay-off matrix to represent the value or utility of each option for each possible state of nature.  Analysing the pay-off matrix under conditions -of uncertainty and risk; sensitivity/robustness of decisions to the inputs.
• Decision Trees: Structuring and analysing decision problems using a decision tree to represent sequential decision making under conditions of risk and uncertainty; the application of Bayes' Theorem to update probabilities in the light of new information.  The calculation of the value of perfect and imperfect information.
• Bayesian Networks and Influence Diagram Decision Networks: These modern tools are examples of probabilistic graphical models which offer a powerful framework for reasoning and decision-making under risk and uncertainty.  Structuring and analysing decision problems using Bayesian networks and decision networks.
• Game Theory: Application of classical zero-sum game theory and some of its extensions to decision-making under conditions of competition or conflict.
• Judgement Methods: Elicitation and analysis of individual judgments as part of the decision-making process.  Cognitive biases which affect human judgment, problems of group decision-making.


 

Dealing with Conflicting Objectives and Trade-Offs

• Approaches used in multiple criteria decision analysis (MCDA) where several, often conflicting, criteria are important to a decision-maker: structuring and analysing MCDA problems using the Simple Multi-Attribute Rating Technique with Swing weights (SMARTS).

• Coverage of the Analytic Hierarchy Process and the portfolio optimization approach; scenario planning approaches.

 

Practical Exercises 

• Model building and analysis using decision tree software
• Model building and analysis using Bayesian network and decision network software
• Questionnaire-based judgement elicitation exercise
• Model building and analysis using MCDA software
• Game theory exercise

On successful completion of the module a student should be able to:

Knowledge

• Explain the need for different types of decisions across the system life cycle
• Demonstrate how decisions are made under conditions of risk and uncertainty and where conflicting objectives must be dealt with
• Describe cognitive biases which are relevant to decision making and their effects

  
Skills

• Construct a range of models to represent decision situations and support decision making
• Analyse a range of models to represent decision situations and support decision making
• Organise preferences and trade-offs to arrive at an objective decision

This module considers the importance of people across the systems engineering life-cycle, both within the context of organisations and how they function and the production of physically engineered systems for a range of stakeholders.

The module considers people as a capability and within a capability context. The main themes are independent and interdependent:


Organisational Design

• Socio- technical considerations
• Enterprise modelling and architecture
• Competency (tasks and roles)


Engineering Design

• Human factors • Human factors integration • Requirements • Model based Systems Engineering

On successful completion of this module a student should be able to:

Knowledge

• Explain the relationship between humans and systems
• Differentiate between organisational design and engineering design
• Assess the impact of organisational design on engineering design
• Propose the role of HF competency in an organisational context

Skills

• Extend the application of Systems Engineering methods to embrace human considerations
• Interpret specialised HF methods
• Generate valid and verifiable requirements that incorporate human considerations

The module will enable students to evaluate the role of Model Based Systems Engineering (MBSE) within the defence context and to construct models within the framework of MBSE.  The module will build on the introduction provided by Systems Approach to Engineering (SAE).

MBSE Theory

• Value of MBSE

• Advanced MBSE concepts

• MBSE Ontology

• Links to Architectural Frameworks

• Competencies

• Processes, Practices & Methods.

Analysis of Tools & Technology

• Tool evaluation and selection

• How to build support for using a tool

• Tools for system design & simulation.

Applied MBSE

• Scenario-based application of MBSE and model building techniques

• Systems of Systems MBSE

• Model Based Requirements.

• Explain the principles of MBSE and modelling concepts
• Explain the MBSE ontology, competencies and processes
• Asses how MBSE could be appropriately applied to aid system design and integration
• Explain MBSE application to Systems of Systems problems
• Describe MBSE from different stakeholders value systems
• Describe the role MBSE has in through-life system design and development
• Critically evaluate a number of modelling tools and select the most appropriate for a given application
• Defend tool selection for MBSE application
• Construct a coherent systems model using multiple interacting and composite views, using a representative case study.

• John Hoggard

To allow students to develop a critical but broad awareness of the roles, concepts, utility and applications of modelling and simulation in defence Systems Engineering and to understand how to construct simple models.

Modelling and Simulation

• Principles of modelling and simulation
• Simulation methods and tools
• Simulation technology
• Distributed simulation and synthetic environments
• Validation and Verification of simulations
• Live, Virtual and Constructive (LVC) simulations.

Modelling and Simulation in Defence Systems Engineering

• Applications for modelling and simulation from analysis to training
• Application of modelling and simulation through a system life cycle
• Defence Synthetic Environments and Systems Engineering based Acquisition

On successful completion of this module a student should be able to:

Knowledge

• Demonstrate a systematic knowledge of the utility of modelling and simulation on defence systems acquisition. Including:
• The verification and validation of defence models and simulations.
• The acquisition, operation and evolution of defence models and simulations.
• Hard and soft approaches to modelling.
• Deterministic and stochastic models.
• Monte Carlo simulation.
• The role of modelling and simulation in supporting defence decision-making.

Skills

• Explain and apply the general principles of modelling and simulation and to explain the importance of modelling and simulation in supporting defence decision-making
• Critically evaluate the current research and applications for defence modelling and simulation throughout a system life cycle
• Critically evaluate the role, and utility of simulations and synthetic environments in a Systems Engineering approach and in support of defence acquisition and decision making
• Apply the ideas of verification and validation to defence models and explain the issues involved
• Design simple simulation models using different approaches
• Explain the technologies of live, constructive and virtual simulation and their defence applications

• Dr Steve Barker

Given the ever-more complicated nature of challenges facing defence procurement in the 21st century, this module aims to explore systems-of-systems (SoS) and how their understanding and application can benefit the defence environment.

Introduction to SOSE 

• Systems and SOS
• Capability 
• Integration and Interoperability

Design and managing SOS across the lifecycle

• SOS lifecycle
• Writing requirements for SOS
• Design SOS - Enterprise Architecture 
• Verification and Validation of SOS

Case Study workshop

• Use MODAF to capture SOS

On successful completion of this module a student should be able to:


Knowledge

• Describe the differences between Systems and Systems of Systems
• Recognise the challenges associated with Systems of Systems
• Justify adopting a Systems of Systems Engineering approach to solve complex problems
• Identify methods and tools to apply in a Systems of Systems context
• Assess the use of Enterprise Architecture frameworks to design and manage Systems of Systems

Skills

• Select appropriate methods and tools to solve Systems of Systems problems
• Investigate a System of Systems using the MOD Architecture Framework (MODAF)
• Apply models and tools (e.g. Enterprise Architect) to model Systems of Systems aspects

• Dr Pathmeswaran Raju

The crucial role software plays in both development processes and systems functionality has made it an ever increasing part of projects involving complex systems. This makes it important for systems engineers to have knowledge of the relationship between Software Engineering and Systems Engineering, and to understand where they correlate, conflict, and complement each other.

This module will provide this understanding by covering central principles, tools and techniques of Software Engineering and placing these in a Systems Engineering context.

Software Engineering Principles

• Software-intensive systems role in Systems Engineering
• Software and Data
• Processes and Life Cycle Models
• Requirements
• System Modularity, Architecture and Design

 

Software development methodologies and their Systems Engineering counterpart

• Project development plans
• Software Engineering teams
• Tools
• Agile development, Continuous Integration DevOps

 

Types of Software Systems

• Embedded
• Applications
• Systems
• Web and Web-services
• Cloud computing

 

Relationship between Systems Engineering and Software Engineering

• Levels of abstraction
• People and development approaches
• Challenges in software development
• Time and cost management
• Types of software - Reuse, COTS, Open-Source, In-house, tailoring.

 

Software Architectures and Development Methods

• Component-Based Software Engineering
• Distributed Software Engineering
• Real-time Software Engineering
• Service-oriented Software Engineering

Software Systems Integration, Testing and Process Improvement

• System Integration
• Testing, Verification, Metrics and Reliability
• Security and Safety
• In-service and Disposal
• Software Process Improvement

On successful completion of this module a student should be able to:

Knowledge

• Summarise the relationship between Systems Engineering and Software Engineering in terms of processes, levels of abstraction and the role of people
• Explain central software engineering principles used in the development life-cycle
• List different types of software systems and describe the differences between them
• Describe key software development methodologies and compare these to the methodologies of systems engineering
• Identify the root causes for delays in software intensive projects
• Summarise system architectures and project development plan for a software-intensive system

 
Skills

• Analyse the role of Software Engineering in Systems Engineering and identify where they correlate, conflict, and complement each other
• Critically evaluate how design decisions in Software Engineering and Systems Engineering processes affect each other
• Design a system architecture and project development plan for a software-intensive system with respect to the type of software system, use of software engineering principles and software development methodologies

The aim is to consolidate and further develop systems skills through the application of systems engineering methods to a representative problem. Students will plan, design and build real systems, in order to gain practical experience and understanding of the impacts functional design, sub-system integration and through-life choices can have on projects.

Indicative module content:

• application of the system engineering principles and methods on a representative problem in a group working scenario,
• this week will comprise aspects across the lifecycle, such as problem scoping, requirements and system logical and physical design,
• students will be expected to construct a real system and evaluate the impacts of their analysis and decisions,
• through-life trade-offs and dependency considerations will drive system design,
• the workshop will culminate in a final demonstration,
• practice in planning individual contributions and dividing effort amongst the members of a team working on a systems problem.

• Jonathan Searle

The module will allow students who have completed the Networked and Distributed Simulation (NDS) module to design, setup and conduct a basic battlespace Synthetic Environment (SE) exercise employing local- and wide-area network (LAN and WAN) distributed simulation technology.

• A group project to design, set up and conduct a basic distributed battlespace exercise using both Distributed Interactive Simulation (DIS) and High Level Architecture (HLA) systems.
• An individual written report on the project including a detailed description of the Synthetic Environment (SE) and the experiments that were conducted, an explanation and analysis of the results obtained and a critical technical appraisal of the project.

• Dr Pete Ito

The module will give students a clear understanding of the implications and impact of international dimensions of defence acquisition, using concepts and theories from the disciplines of International Relations and Politics as well as relevant management fields.

Indicative module content:

•  key concepts from politics and international relations; sovereignty, dependence, inter-dependence, national interest, linkage politics, regimes, and globalisation,
•  key theories from politics and international relations; political realism, Utopianism, regional integration theory, and constructivism,
•  the place of national cultural consideration,
•  international dimensions,
•  international trade, co-operation and cross-border supply and support chains,
•  collaboration as a corporate and governmental activity,
•  national and international export control regimes, and arms control treaties
•  Europe: the European Union, the European Defence Agency, OCCAR and the Letter of Intent Framework countries and defence acquisition,
•  NATO and the transatlantic dimension of defence acquisition,
•  working with others and learning from others: selected national acquisition 

 

• Dr Michael Pryce

The aim of this module is to engage its participants in an evaluation of knowledge, its creation, acquisition, storage and diffusion within a defence organisational context.

Indicative module content:

• understanding knowledge and what it is- how we think and how we learn,
• concept of organisational learning and knowledge management practice,
• knowledge (information) management strategies,
• impediments to learning,
• communities of practice,
• reasoning,
• research practice.

 

• Dr Bill Egginton

This module aims to establish a baseline of student knowledge and understanding of the fundamental principles of project, programme management and portfolio management. It will introduce key principles, processes, tools and the techniques underpinning project and programme management and will raise awareness of associated issues, with particular emphasis on leadership challenges in defence.

Indicative module content:

•  the strategic context of project and programme management,
•  portfolio management and application in defence reform,
•  programme management and managing successful programmes (MSP),
•  project management BoKs and methods,
•  project life cycle,
•  multi-cultural management,
•  scheduling,
•  budget and cash flow,
•  estimating and risk.

 

The module will enable students to analyse critically key logistics and supply network models, theories, and approaches, and be able to analyse their utilities and applicability to delivering more effective and efficient logistics and supply network management in defence.

Indicative module content: 

Logistics and Supply Networks - Context, Design, Functions and Purpose

• strategic context and challenges,
• efficient and effective supply networks; agile, lean, and hybrid models in defence and in the commercial environment,
• value chain analysis,
• comparative logistics and supply networks - commercial and defence,
• trade-offs in the defence logistics and supply systems,
• operational logistics and supply network implications of differing support contracting approaches.

Managing the Inventory Function in Defence

• the nature of the defence inventory in comparison with that found in commerce and industry and the resultant challenges,
• the costs and risks of different inventory management strategies (e.g., stockpile versus surge),
• inventory management to achieve desired service levels and availability.

Achieving and Assuring an Integrated Defence Supply Network

• differing approaches to analysing supply networks,
• managing risk in the supply network,
• operational coherence and assurance
• supply network performance management.,

Information and Knowledge Management in Logistics and Supply Network Management

• the role of data, information, and knowledge in logistics and supply network management decision making; its critical contribution to established management models,
• operational logistics information in defence; current and developing systems,
• business-to-business, business-to-customer, customer-to-customer networks; asset tracking, consignment visibility, FID, barcoding.