System and product complexities are increasing with time due to requirements for additional functionality, higher performance, competitive cost, schedule pressures, more flexibility or adaptability. Complex engineering systems have a set of common principles that cuts across the traditional fields of engineering. Novel products and systems development require the involvement of and communication between professionals with multiple disciplinary backgrounds and other stakeholders. This collaboration increases the likelihood of detecting product failures early on during its lifecycle, yielding significant cuts in time-to-market and rework.
The Systems Architecture (SA) discipline has been growing in response to an increase in system and product complexity. System architecture is an early critical lifecycle activity that determines the systems concept and mode of operation. Nurturing systems thinking and engineering skills, the engineering education this course spans theory and practice. The course starts with introducing general Systems Architecture as a series of decisions that frame the form to function mapping. Learners are exposed to a number of architecture representations, including the Object-Process Methodology (OPM). Learners gain hands-on modeling experience on a system of their choice by building a series of model deliverables through the course. Learners are exposed to a selection of advanced architecting topics, notably creating tradespaces of designs and the management role of the architect.
- Registration opening soon
It is highly recommended that you apply for a course at least 6-8 weeks before the start date to guarantee there will be space available. After that date you may be placed on a waitlist. Courses with low enrollment may be cancelled up to 4 weeks before start date if sufficient enrollments are not met. If you are able to access the online application form, then registration for that particular course is still open.
- Out-of-the-box thinking that fosters a holistic approach and creative solutions
- Combination of systems architecting principles with modeling language
- Hands-on collaborative experience via a small-scale team project of the team's choice,
- Synthesize and analyze existing architecting approaches to enhancing creativity while reducing ambiguity and complexity.
- Utilize out-of-the-box holistic system thinking in developing a systems conceptual model and architecture.
- Define system architecture, modeling, form, function, structure, and behavior.
- Describe how a system's function emerges from its form and behavior.
- Distinguish between the notions of system, product, service, and project, and how each creates value and competitive advantage for the enterprise.
- Learn the OPCAT tool for modeling OPM, and leave with a project model
Who Should Attend:
This program is intended for engineers and architects across industry sectors, software engineers, system integrators, system modelers, analysts and designers, academics, and executives.
Computer Requirements and Preparatory Materials:
Laptops are required for this course; tablets will not be sufficient for the activities performed.
In preparation, participants are advised to:
- Bring 2-3 architectural diagrams from work, with proprietary information removed (or a created diagram “in the style” of architecture diagrams at work)
- Download and install OPCAT v 4.2 from http://esml.iem.technion.ac.il/ and read background material available on that website
- System thinking
- Architecture overview
- Form in architecture
- Exercise on form representation
- Function in architecture
- Exercise: Producing first architecture diagram
- Evening reading assignment: Chapters 1 and 2 of Crawley, E., Cameron, B., Selva, D. System Architecture: Strategy and Product Development for Complex Systems. Prentice Hal, 2015 (included in tuition)
- Participant project review
- Architectural decisions
- Exercise on architectural decisions
- What is a system? A Model?
- Introduction to OPM
- Strategy & marketing impact on architecture
- Strategy & marketing influence exercise
- Evening reading assignment: Chapters 4,5,6 of Crawley, E., Cameron, B., Selva, D. System Architecture: Strategy and Product Development for Complex Systems. Prentice Hal, 2015 (included in tuition)
- Representing architecture in a tradespace
- Exercise: Tradespaces
- Modularity and architecture
- Structural and procedural links
- DSM as a representation, including interfaces
- Coached session on project diagrams
- Inermediate project presentations
- Complexity management in OPM
- Rold and deliverables of the architect
- Modeling cyber-physical systems and risk with OPM
- Case study
- DoDAF, SysML, and OPM
- Final project presentations
- Course summary
View 2017 schedule (pdf)
Class runs 8:30 am - 5:00 pm every day except Friday when it ends at 12:30 pm.
Special events include a dinner for course participants and faculty on Tuesday night. Evening activities are included in tuition.
SENIOR SYSTEMS ENGINEER, ROCKWELL COLLINS
"A very good experience. The class broadened my understanding of what is involved in architecting a good system and gave me the opportunity to meet other engineers trying to solve problems similar to my own."
RESEARCHER, ENI SPA
"The course has a considerable phase of exercises, giving you the possibility to put into practice immediately and with sequence of steps what you learn day-by-day."
CTO, ISOLV TECHNOLOGIES(PTY)LTD
"The course materials were both comprehensive and current with contextualization of the material in terms of the latest international research and development being conducted into modeling methodologies."
Edward Crawley is the Ford Professor of Engineering at MIT. From 2011 to 2016 he served as the Founding President of the Skolkovo Insitute of Science and Technology, Moscow, a new university focused on science and innovation. Prior to that he served as the Director of the Bernard M. Gordon – MIT Engineering Leadership Program, an effort to significantly strengthen the quality of engineering leadership education for competitiveness and innovation. From 2003 to 2006 he served as the Executive Director of the Cambridge – MIT Institute, a joint venture with Cambridge University, funded by the British government and industry, with a mission to understand and generalize how universities act as engines of innovation and economic growth. In this capacity he was in close consultation with the British Government on issues of science and innovation policy. For the previous seven years, he served as the Department Head of Aeronautics and Astronautics at MIT, leading the strategic realignment of the department.
Bruce Cameron is the Director of the System Architecture Lab at MIT and the founder of Technology Strategy Partners (TSP), a consulting firm. He received his undergraduate degree from the University of Toronto, and graduate degrees from MIT. Cameron teaches system architecture and technology strategy at the Sloan School of Management and in the School of Engineering at MIT. Previously at MIT, Dr. Cameron ran the MIT Commonality Study, which comprised over 30 firms spanning 8 years.
As a Partner at TSP, Cameron consults on system architecture, product development, technology strategy, and investment evaluation. He has worked with more than 60 Fortune 500 firms in high tech, aerospace, transportation, and consumer goods, including BP, Dell, Nokia, Caterpillar, AMGEN, Verizon, and NASA. Previously, he worked in high tech and banking, where he built advanced analytics for managing complex development programs. Earlier in his career, he was a system engineer at MDA Space Systems, and has built hardware currently in orbit. He is a past board member of the University of Toronto.
Professor Dov Dori is a Lecturer at MIT's Engineering Systems Division (ESD). Between 2001 and 2008 he was Head of Technion's Area of Information Systems Engineering at the Faculty of Industrial Engineering and Management, and Research Affiliate at MIT. Between 1999 and 2001 he was Visiting Faculty MIT Sloan and ESD. Professor Dori received his B.Sc. in Industrial Engineering and Management from the Technion in 1975, M.Sc. in Operations Research from Tel Aviv University in 1981, and Ph.D. in Computer Science from Weizmann Institute of Science, Israel, in 1988. Between 1978 and 1984 he was Chief Industrial Engineer of the MERKAVA Tank Production Plant. His research interests include Model-Based Systems Engineering, Systems Development and Lifecycle Methodologies, Information Systems Engineering, Computer Aided Software Engineering, and Web systems engineering. Dori has developed the Machine Drawing Understanding System (MDUS) and Object-Process Methodology (OPM). Between 1999 and 2001 Dori was Associate Editor of IEEE Transactions on Pattern Analysis and Machine Intelligence (T-PAMI). He is Associate Editor of Systems Engineering, INCOSE's flagship journal. He is author/co-editor of four books and author of over 130 publications. Dori is Fellow of the International Association for Pattern Recognition (IAPR), a Senior Member of IEEE and ACM, and a member of INCOSE. He has been a consultant and invited lecturer for companies including Pratt and Whitney Canada, Ford Motor Company, FAA, NASA, The MITRE Corporation, Xerox, Kodak, and others.
This course takes place on the MIT campus in Cambridge, Massachusetts. We can also offer this course for groups of employees at your location. Please complete the Custom Programs request form for further details.
|Fundamentals: Core concepts, understandings, and tools (10%)||10|
|Latest Developments: Recent advances and future trends (35%)||35|
|Industry Applications: Linking theory and real-world (35%)||35|
|Out-of-the-box thinking and problem solving skills (20%)||20|
|Lecture: Delivery of material in a lecture format (40%)||40|
|Discussion or Groupwork: Participatory learning (20%)||20|
|Labs: Demonstrations, experiments, simulations (20%)||20|
|Small group mini-project in participant's area of expertise (20%)||20|
|Introductory: Appropriate for a general audience (40%)||40|
|Specialized: Assumes experience in practice area or field (40%)||40|
|Advanced: In-depth explorations at the graduate level (20%)||20|