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Publication - Professor Patrick Godfrey

    SYSTEMS THINKING, SYSTEMS DESIGN, AND LEARNING POWER

    Citation

    Godfrey, PS & Crick, RED, 2013, ‘SYSTEMS THINKING, SYSTEMS DESIGN, AND LEARNING POWER’. International Journal of Engineering Education.

    Abstract

    Educating Engineers in systems thinking and systems design requires an approach to teaching and learning in which the purpose is to achieve competence rather than to acquire specialised subject knowledge, abstracted from its socio-technical context. Such an approach is structured by context-driven enquiry, supported by learning power, positioned at the interface of knowledge generation and use, and grounded in a commitment to sustainable development. Rather than beginning with pre-defined abstract subject knowledge, the students begin with an engineering problem in a particular territory or a place, and develop a systems architecture, a holistic way of defining that territory, which facilitates synergy as well as analysing performance. In order to do this, students need to be able to uncover the different knowledge systems through which their territory can be perceived and known, and explore the different parameters and measurements which can be applied to them. Such 'systems architecting' cannot be achieved through rote learning, or the cognitive application of pre-defined knowledge, since by definition the solution to the problem to be solved cannot be known in advance. Rather it depends on the ability to learn, and to progress through an open-ended, formative, dynamic learning process. It is framed by a selected purpose, fuelled by learning power (including creativity, meaning making, curiosity and resilience), and co- generated through knowledge structuring processes. It begins with experience and observation and concludes with a product which is a unique application of knowledge for a particular engineering purpose. A pilot study demonstrates that students who successfully undertook an assignment requiring the development of a systems architecture increased in the strategic awareness - a key dimension of learning power. This small pilot study makes a contribution to the debate about the education of Chartered Engineers characterised “by their ability to develop appropriate solutions to engineering problems, using new or existing technologies, through innovation, creativity and change" (UK Engineering Council)

    Full details in the University publications repository