This course will develop knowledge and skills in understanding the wider context of defence capability and guiding the development of operational, support and enabling business solutions which both deliver cost effective outcomes and contribute to the attributes of defence as a whole.
Overview
- Start dateSeptember and January
- DurationMSc: 11 months full-time, up to five years part-time; PgDip: Up to 11 months full-time, up to four years part-time; PgCert: Up to 11 months full-time, up to three years part-time
- DeliveryCoursework, written examinations, oral examinations, portfolio and, for the MSc only, an individual thesis
- QualificationMSc, PgDip, PgCert
- Study typeFull-time / Part-time
- CampusCranfield University at Shrivenham
Who is it for?
We have a diverse student body drawn from numerous industries and institutions in the UK as well as overseas providing a rich educational experience. Our class size is normally between 10 and 20, comprising a combination of full- and part-time students.
Why this course?
The Centre for Systems Engineering has been at the forefront of developing systems engineering education for the past 15 years, blending the breadth of systems thinking with the rigour of systems engineering, and closely integrating this within acquisition management.
All those involved in the wider defence enterprise, across government, military, industry, science and technology have changing needs and aspirations for defence. Agility, resilience, continuity of supply, skills and innovation now complement the continuing need to balance cost, time and performance in everything we do.
The course covers the wider context of defence capability and guiding the development of operational, support and enabling business solutions.
Informed by industry
The course's Industrial Advisory Board meets once a year to discuss the course structure and content. Members include Cranfield University and Defence Academy staff with industrial representatives from, for example:
- AWE,
- MoD's Defence Equipment and Support,
- MBDA UK Limited,
- Thales,
- QinetiQ,
- MoD's Defence Science and Technology Laboratory.
Course details
The course is modular and you will accumulate credits for each module you successfully complete - 10 credits per module. The Advanced Systems Engineering Workshop is worth 20 credits.
The course structure has been devised to give the maximum amount of flexibility for you to create your own learning pathway whilst ensuring that the fundamental principles of systems engineering are compulsory.
Course delivery
Coursework, written examinations, oral examinations, portfolio and, for the MSc only, an individual thesis
Individual project
The Individual Project provides you with an opportunity to undertake an in-depth study of an area of particular interest to you or your sponsor which is written up as a thesis or dissertation. The study might include, for example:
- Application of systems engineering tools and techniques to a real-world problem,
- Analysis of underpinning systems engineering theory and practice,
- Development of new or tailored systems engineering processes.
Modules
Keeping our courses up-to-date and current requires constant innovation and change. The modules we offer reflect the needs of business and industry and the research interests of our staff and, as a result, may change or be withdrawn due to research developments, legislation changes or for a variety of other reasons. Changes may also be designed to improve the student learning experience or to respond to feedback from students, external examiners, accreditation bodies and industrial advisory panels.
To give you a taster, we have listed the compulsory and elective (where applicable) modules which are currently affiliated with this course. All modules are indicative only, and may be subject to change for your year of entry.
Course modules
Compulsory modules
All the modules in the following list need to be taken as part of this course
Advanced Systems Engineering Workshop
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Aim |
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. |
Syllabus |
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. |
Intended learning outcomes |
On successful completion of the module a student should be able to:
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Applied Systems Thinking
Module Leader |
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Aim |
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. |
Syllabus |
Indicative module content: Systems Thinking |
Intended learning outcomes |
On successful completion of the module you will be able to: Knowledge • differentiate systems concepts, • demonstrate the ability to think systemically and conceptually, |
Capability Context
Module Leader |
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Aim |
To enable students to develop potential solutions to capability level problems using Systems Engineering methods and techniques.
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Syllabus |
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 A detailed defence example is used to illustrate the use of SE in Capability Management across the above content
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Intended learning outcomes |
On successful completion of this module a student should be able to: Knowledge • Interpret System Engineering Lifecycle in the context of capability Skills • Apply Systems Engineering methods to allocate capability functional views to physical systems views
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Lifecycle Processes Introduction
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Aim |
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. |
Syllabus |
• 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). |
Intended learning outcomes |
On successful completion of this module a student should be able to: Knowledge • discuss the relationship between lifecycle models and processes, and key systems principles, in the context of a generic project lifecycle, • apply the principles of requirements, architecture and analysis in a project context, • explain the issues of integration, verification, acceptance and validation to a project context, • evaluate through-life management of systems engineering processes, including people and organizational issues, in a complex environment such as defence acquisition, • explain the dependability topics and their interrelationships. Skills • create system models to explore a complex problem, describe and bound a selected system-of-interest, • propose atomised stakeholder requirements which are consistent with the problem context and can form the basis of validation, • create logical and physical architecture views appropriate to different levels of solution detail, • propose atomised system requirements which are consistent with the system-of-interest context and can be verified, • judge the suitability of different approaches to the synthesis of solution option, • compare the suitability of different integration and verification methods in relation to requirements and the lifecycle, • criticise the broad range of trade-offs necessary in the analysis of solution options (including issues of dependability and resilience), • evaluate the importance of individual and team competencies in the conduct of systems engineering activities. |
Lifecycle Processes Advanced
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Aim |
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.
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Syllabus |
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.
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Intended learning outcomes |
On successful completion of this module a student should be able to:
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Systems Approach to Engineering
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Aim |
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. |
Syllabus |
• 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. |
Intended learning outcomes |
On successful completion of the module a student should be able to: |
Thesis Selection Workshop
Aim |
To prepare students for their thesis by explaining the process, rules and regulations and identifying key members of staff. |
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Syllabus |
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: Introduction to Your Thesis Formatting your Thesis Study Skills Thesis Pitfalls |
Intended learning outcomes |
On completion of this un-assessed module the student will be able to:
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Thesis
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Aim |
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.
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Syllabus |
• 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.
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Intended learning outcomes |
On successful completion of this module a student should be able to:
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Elective modules
A selection of modules from the following list need to be taken as part of this course
Availability, Reliability, Maintainability and Support Strategy
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Aim |
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. |
Syllabus |
• The concepts of function, failure, fault and defect in the context of reliability, maintenance, maintainability and availability
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Intended learning outcomes |
On successful completion of the module a student should be able to:
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Decision Analysis, Modelling and Support
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Aim |
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.
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Syllabus |
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.
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 |
Intended learning outcomes |
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 • Construct a range of models to represent decision situations and support decision making |
Human Centric Systems Engineering
Aim |
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. |
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Syllabus |
The module considers people as a capability and within a capability context. The main themes are independent and interdependent:
• Socio- technical considerations
• Human factors • Human factors integration • Requirements • Model based Systems Engineering |
Intended learning outcomes |
On successful completion of this module a student should be able to: Knowledge • Explain the relationship between humans and systems
Skills • Extend the application of Systems Engineering methods to embrace human considerations
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Model Based Systems Engineering
Aim |
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). |
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Syllabus |
MBSE Theory Analysis of Tools & Technology Applied MBSE |
Intended learning outcomes |
On successful completion the module you will be able to:
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Simulation and Synthetic Environments
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Aim |
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.
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Syllabus |
Modelling and Simulation • Principles of modelling and simulation Modelling and Simulation in Defence Systems Engineering • Applications for modelling and simulation from analysis to training |
Intended learning outcomes |
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:
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 |
System of Systems Engineering
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Syllabus |
Introduction to SOSE |
Intended learning outcomes |
On successful completion of this module a student should be able to: |
Systems Engineering and Software
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Aim |
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. |
Syllabus |
Software Engineering Principles • Software-intensive systems role in Systems Engineering
Software development methodologies and their Systems Engineering counterpart • Project development plans
Types of Software Systems
Relationship between Systems Engineering and Software Engineering • Levels of abstraction
Software Architectures and Development Methods • Component-Based Software Engineering Software Systems Integration, Testing and Process Improvement • System Integration |
Intended learning outcomes |
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 • Analyse the role of Software Engineering in Systems Engineering and identify where they correlate, conflict, and complement each other |
Systems Engineering Workshop
Aim |
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. |
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Syllabus |
Indicative module content: • application of the system engineering principles and methods on a representative problem in a group working scenario, |
Intended learning outcomes |
On successful completion of this module a student will be able to: • interpret a systems problem and context, • explain the relationship between systems models and constructed system, • consider the external impacts upon a system performance and recognise constraints on systems design, • defend the selection of methods used to solve problems associated with complex systems, • plan a logical systems engineering approach to a given problem and be able to evaluate the selection of methods, tools and processes, • apply systems engineering methods and techniques to given problem in order to design and build a real system, • demonstrate the ability to work effectively as part of a systems engineering team, • critically evaluate the impacts of decisions on the performance and through-life management of a real system. |
Networked and Distributed Simulation Exercise
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Aim |
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Syllabus |
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Intended learning outcomes |
On successful completion of the module the student will be able to:
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The International Dimensions of Defence Acquisition
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Aim |
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. |
Syllabus |
• 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 |
Intended learning outcomes |
On successful completion of this module students should be able to: • understand the differences between the realist, the Utopian and the constructivist approaches in international relations, and their implications for defence acquisition, • demonstrate awareness of the place of national and international regulation regarding defence acquisition, • appreciate the key elements in debates about the dynamics of co-operation and regional integration in Europe, including the place of spillover processes, in so far as they concern defence, • manifest critical understanding of the place of inter-governmental co-operation and collaboration in contemporary defence acquisition, • appreciate the operation of the defence acquisition systems of key partners and allies of the United Kingdom, • apply concepts and theories from politics and international relations to acquisition issues, • present reasoned and evidenced responses to empirical problems in a written form, • analyse the key dimensions of any state’s defence acquisition system, • compare and contrast the guiding concepts, structures and processes of the United Kingdom defence acquisition system with those of key partners and allies of the United Kingdom. |
Knowledge in Defence
Aim |
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. |
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Syllabus |
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. |
Intended learning outcomes |
On completion of this module students will be able to: • understand the theory of knowledge; critically examine general classifications of knowledge, and associated organisational typologies, • identify thinking and learning styles, • evaluate organisational learning concepts, • evaluate knowledge management concepts and practice, • evaluate knowledge management strategies and their development. |
Programme and Project Management
Aim |
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. |
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Syllabus |
• 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. |
Intended learning outcomes |
On completion of this module students will be able to: • describe the basic theoretical concepts that underpin effective project management and its links to programme management and portfolio management, • critically assess the relationship between business strategy, portfolios, programmes and projects, • apply the lexicon or project, programme and portfolio management, • evaluate project management tools and techniques, and be aware of their intelligent application and limitations, • assess appropriate use of a range of ‘hard’ and ‘soft’ skills to a variety of project scenarios, • recognise what is meant by appropriate governance (including leadership) in project and programme management and be able to define the responsibilities of key players, • be aware of published guidance on project (APM, OGC, PMI), programme (MSP) and portfolio (MoP) management. |
Supply Network Management in Defence and the Commercial Environment
Aim |
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. |
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Syllabus |
Indicative module content: Logistics and Supply Networks - Context, Design, Functions and Purpose |
Intended learning outcomes |
On successful completion of this module students should be able to:
• demonstrate an understanding of the broad direction of academic research in logistics and supply network management, • contrast the underlying similarities and differences between supply networks within the commercial and defence environments, • critically evaluate the utility and applicability of logistics and supply network management theories, models, and approaches to defence, • critically evaluate and apply risk models to supply networks, • critically analyse and identify the added value of the logistics process in defence and the commercial environment, • analyse and evaluate the potential for improvement in the logistics and supply network management in defence. |
Teaching team
You will be taught by Cranfield's leading experts with many years' industrial experience, including:
Accreditation
The MSc of this course is accredited by the Institution of Mechanical Engineers (IMechE) and The Institution of Engineering and Technology (IET).
This programme is accredited as a programme of further learning for CEng registration. When presented together with a CEng accredited bachelor's programme the educational requirements for CEng registration will be met in full. Students who do not have a first degree should contact the relevant institute directly for further details on whether they meet the requirements.
Your career
Takes you on to impressive career prospects across a range of roles commensurate with your experience. This includes membership of multidisciplinary teams in acquisition, supply or research organisations. This could be in both general systems engineering roles or as a focal point for specific skills such as availability, reliability and maintenance (ARM), human factors, requirements, architecture test and evaluation etc. It is also applicable to key roles in MoD acquisition such as project team leader, capability manager and requirements manager.
How to apply
Applicants may be invited to attend an interview. Applicants based outside of the UK may be interviewed either by telephone or video conference.