Proposta di Curriculum per Master Universitario in Systems Engineering

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1 Proposta di Curriculum per Master Universitario in Systems Engineering Preparato da: Vincenzo Arrichiello Carlo Leardi Enrico Mancin Redatto da: Vincenzo Arrichiello 2011 INCOSE - Chapter Italia, All Rights Reserved

2 INCOSE Italia (25/01/2012) [V.Arrichiello-(ed.)] 2011 INCOSE-Chapter Italia, All Rights Reserved

3 INCOSE Copyright Notice Copyright (c) 2007 by INCOSE, subject to the following restrictions: Author Use. Authors have full rights to use their contributions in a totally unfettered way. Abstraction is permitted with credit to the source. INCOSE Use. Permission to reproduce and use this document or parts thereof by members of INCOSE and to prepare derivative works from this document for INCOSE use is granted, with attribution to INCOSE and the original author(s) where practical, provided this copyright notice is included with all reproductions and derivative works. External Use. This document may be shared or distributed to non-incose third parties. Requests for permission to reproduce this document in whole are granted, provided it is not altered in any way. Requests for permission to prepare derivative works of this document for external and/or commercial use will be denied unless covered by other formal agreements with INCOSE. Copying, scanning, retyping, or any other form of reproduction of the content of whole pages or source documents is prohibited except as approved by the INCOSE Central Office, 2150 N.107th St., Suite 205, Seattle, WA Electronic Version Use. Any electronic version of this document is to be used for personal use only and is not to be placed on a non-incose sponsored server for general use. Any additional use of these materials must have written approval from INCOSE Central. Permissions. INCOSE has granted permission to member companies of the INCOSE Corporate Advisory Board to post and use this document internally, subject to the external use restriction. Technical Data. This data was prepared by the Chapter Italia of INCOSE for information only. It is has been released by that Chapter as INCOSE Technical Data. It is subject to change without notice and may not be referred to as an INCOSE Technical Product. INCOSE Italia (25/01/2012) [V.Arrichiello-(ed.)] 2011 INCOSE-Chapter Italia, All Rights Reserved

4 INCOSE Italia (25/01/2012) [V.Arrichiello-(ed.)] 2011 INCOSE-Chapter Italia, All Rights Reserved

5 INDICE 1 Introduzione INCOSE Statement on Systems Engineering Education Contributi di INCOSE alla definizione dei programmi di formazione in Systems Engineering Struttura del documento INCOSE Systems Engineering Competencies Framework [1] Competency Areas Basic Skills and Behaviours Supporting Techniques Reference Systems Engineering Curricula A Report on Curriculum Content for a Graduate Program in Systems Engineering: A Proposed Framework (2007)[2] Review of SE programs and curriculums Survey of systems engineering skills and competencies Gaps Analysis in the SE Programs Proposed framework Descriptions of the topical areas Mapping Space-Based Systems Engineering Curriculum to Government-Industry Vetted Competencies for Improved Organizational Performance, Alice Squires, Wiley Larson, and Brian Sauser [3] Evolving the INCOSE Reference Curriculum for a Graduate Program in Systems Engineering, Alice Squires and Robert Cloutier [4] Introduzione Background L evoluzione del Framework Graduate Reference Curriculum in System Engineering (GRCSE )[5] Introduzione Struttura del GRCSE Program Objectives e Program Outcomes Expected Student Background "Architectural Framework" "Core Body of Knowledge Sintesi Curriculum suggerito per Master Universitario in Systems Engineering Struttura del curriculum Contenuti dei corsi Fundamentals of Systems Engineering Fundamentals of Software Systems Engineering Introduction to Systems Engineering Management Mission Needs, System Concept, System Requirements, Requirements Analysis Systems Architecture, Systems Design and Development Modeling, Simulation and Optimization INCOSE Italia (25/01/2012) [V.Arrichiello-(ed.)] 2011 INCOSE-Chapter Italia, All Rights Reserved

6 5.2.7 Systems Integration and Test, Field Testing Manufacturing, Production, Operations, Retirement Systems Suitability: Quality, Safety, Reliability, Supportability Decisions, Risks and Uncertainty Configuration Management, Information Management Project Management, Finance, Economics, Accounting Enterprise Systems Acquisition and Supply Systems Thinking Creativity and Problem Solving Importanza relativa dei corsi Riferimenti Bibliografici Appendici INCOSE Italia (25/01/2012) [V.Arrichiello-(ed.)] 2011 INCOSE-Chapter Italia, All Rights Reserved

7 1 Introduzione Il presente documento rappresenta un primo contributo del Chapter Italia del "" in supporto alla costituzione di un Master Universitario in Systems Engineering in ambito Accademico italiano. 1.1 L' (INCOSE) e' la principale organizzazione professionale dei System Engineer a livello internazionale. La associazione, costituitasi nel 1990 con l'obiettivo di "to develop and disseminate the interdisciplinary principles and practices that enable the realization of successful systems." riunisce piu' di 8000 professionisti, e conta la adesione di oltre 70 organizzazioni (industriali, governative ed accademiche). La missione dichiarata di INCOSE è: "Share, promote and advance the best of systems engineering from across the globe for the benefit of humanity and the planet." "INCOSE is also a learned society and as such it cares about the education and training of new entrants in the profession, about the continuing education of the professionals it represents, and about research conducted in the field." In conseguanza degli obiettivi postisi, INCOSE profonde un elevato impegno nel favorire e supportare lo sviluppo di iniziative di formazione ed addestramento per la disciplina del Systems Engineering. Tale impegno è affermato anche nel sito web della associazione nella forma di "Statement on Systems Engineering Education" 1

8 1.1.1 INCOSE Statement on Systems Engineering Education "INCOSE believes strongly that: a systems perspective and the fundamental principles of systems engineering have an important role in the education of all engineers regardless of their specialty. This will strengthen the general recognition that most of today s engineering tasks are performed in multi-disciplinary teams, and degree granting programs in systems engineering must be encouraged and supported. INCOSE believes that the choice of the best suited approach to systems engineering education rests with the academic institutions. The latter, in dialogue with industry and other systems engineering employers are best suited to determine what programs meet the needs of their constituency. INCOSE strives to provide a forum for the faculties and students of these programs. Nurturing young Systems Engineering graduates and providing a professional home for them is an essential objective of our professional society. INCOSE s policy statement: INCOSE, in recognition of the need for academic education in Systems Engineering, advocates that academic institutions offer more engineering degree programs with strong components in Systems Engineering, and supports academic institutions that have chosen to offer programs that lead to degrees in Systems Engineering." 2

9 1.1.2 Contributi di INCOSE alla definizione dei programmi di formazione in Systems Engineering La attività orientata agli aspetti di formazione all'interno di INCOSE è stata, storicamente sviluppata attarverso l'opera di diversi gruppi di lavoro. Tra questi principalmente: Education Measurement Working Group (Concept of Operations of a Systems Engineering Education Community ) Academic Council (A Proposed Framework For A Reference Curriculum For a Graduate Program in Systems Engineering ) Molte iniziative sono state implementate in collaborazione con organizzazioni accademiche. La più recente di tali iniziative è il programma BKCASE (Body of Knowledge and Curriculum to Advance Systems Engineering) Il progetto BKCASE, guidato da una partnership tra lo Stevens Institute of Technology e la Naval Postgraduate School, ha l'obiettivo di sviluppare due prodotti: Body of Knowledge in systems engineering (SEBoK) Graduate Reference Curriculum in Systems Engineering (GRCSE ) In particolare il SEBoK è previsto formare la base di riferimento per il GRCSE. Hanno dato la propria adesione alla iniziativa, oltre ad INCOSE, le seguenti organizzazioni: U.S. Department of Defense Association for Computing Machinery (ACM) Institute of Electrical and Electronics Engineers (IEEE) Systems Council Institute of Electrical and Electronics Engineers (IEEE) Computer Society National Defense Industrial Association (NDIA) Systems Engineering Division Systems Engineering Research Center La partecipazione al progetto comprende circa 50 autori e circa 280 revisori provenienti da organizzazioni di tutto il mondo; tra questi una larga maggioranza sono membri di INCOSE. Il programma del progetto prevede le seguenti prossime milestone: SEBoK v0.50 September Expect availability for public review in a Wiki format GRCSE v0.50 December Expect availability for public review in a Wiki format SEBoK v1.0 September Expect public availability in Wiki format GRCSE v1.0 December Expect public availability in Wiki format 3

10 1.2 Struttura del documento Obiettivo della formazione di Systems Engineer è lo sviluppo delle competenze necessarie per poter svolgere con efficacia i compiti di tale professione; pertanto un essenziale riferimento per la valutazione della struttura e contenuti di un Curriculum di Systems Engineering è rappresentato da un "Systems Engineering Competencies Framework " Prima di analizzare i più recenti Curricula di riferimento elaborati in ambito INCOSE, viene quindi descritto, in forma sintetica il Systems Engineering Competencies Framework sviluppato da INCOSE. Sono presi a riferimento i seguenti Curricula di Systems Engineering: 1. A Report on Curriculum Content for a Graduate Program in Systems Engineering: A Proposed Framework, Rashmi Jain, Dinesh Verma 2. Mapping Space-Based Systems Engineering Curriculum to Government- Industry Vetted Competencies for Improved Organizational Performance, Alice Squires, Wiley Larson, and Brian Sauser 3. Evolving the INCOSE Reference Curriculum for a Graduate Program in Systems Engineering, Alice Squires and Robert Cloutier 4. Graduate Reference Curriculum in System Engineering (GRCSE ) 4

11 2 INCOSE Systems Engineering Competencies Framework [1] (Excerpt - editor V.Arrichiello) "The INCOSE () has developed a Systems Engineering Competencies Framework with the objective to have a measurable set of competencies for systems engineering which will achieve national recognition and will be useful to the enterprises represented by the UKAB (INCOSE UK Advisory Board). The framework was developed by an INCOSE UKAB Working Group [comprised of representatives from: Atkins, BAE Systems, Brass Bullet Ltd., DSTL, EADS Astrium, General Dynamics United Kingdom Limited, Harmonic, HMGCC, Loughborough University, Ministry of Defence, Rolls Royce, SELEX Galileo, Thales, Ultra Electronics, University College London]. "The Systems Engineering Competencies Framework is based on the following systems engineering standards: o International Standards Organisation ISO15288 o Capability Maturity Model Integration o EIA731 o INCOSE Systems Engineering Body of Knowledge & Handbook o NASA Handbook o IEE/BCS Safety Competency Guidelines" "Systems Engineering ability comprises four key elements: Competencies; Supporting Techniques; Basic Skills and Behaviours; Domain Knowledge." The following sections contain: o a synopsis of the Competency Areas o an example list of Basic Skills and Behaviours o an example list of Supporting Techniques "Domain Knowledge will vary from industry to industry. Domain Knowledge acknowledges that industrial context, the specific commercial environment and types of supply chain have a big impact on the systems engineering being conducted and that this will be specific to particular industrial fields. It is therefore difficult to produce a generic set of competencies for domain knowledge and will be left to the enterprise implementing these competencies to define what domain knowledge is required." 5

12 2.1 Competency Areas Competency Area Systems Thinking Holistic Lifecycle view Systems concepts Super-system capability issues Enterprise and technology environment Determine and manage stakeholder requirements Architectural design System Design Concept generation Design for Functional analysis Interface Management Maintaining Design Integrity Description The application of the fundamental concepts of systems thinking to systems engineering. These include understanding what a system is, its context within its environment, its boundaries and interfaces and that it has a lifecycle An appreciation of the role the system plays in the super system of which it is a part The definition, development and production of systems within an enterprise and technological environment To analyse the stakeholder needs and expectations to establish and manage the requirements for a system The definition of the system architecture and derived requirements to produce a solution that can be implemented to enable a balanced and optimum result that considers all stakeholder requirements (business, technical.) The generation of potential system solutions that meet a set of needs and demonstration that one or more credible, feasible solutions exist Ensuring that the requirements of later lifecycle stages are addressed at the correct point in the system design. During the design process consideration should be given to manufacturability, testability, reliability, maintainability, safety, security, flexibility, interoperability, capability growth, disposal, etc Analysis is used to determine which functions are required by the system to meet the requirements. It transforms the requirements into a coherent description of system functions and their interfaces that can be used to guide the design activity that follows. It consists of the decomposition of higherlevel functions to lower-levels and the traceable allocation of requirements to those functions Interfaces occur where system elements interact, for example human, mechanical, electrical, thermal, data, etc. Interface Management comprises the identification, definition and control of interactions across system or system element boundaries Ensuring that the overall coherence and cohesion of the evolving design of a system is maintained, in a verifiable manner, throughout the lifecycle, and retains the original intent 6

13 Systems Engineering Management Integration & Verification Validation Modelling and Simulation Select Preferred Solution System Robustness Transition to Operation Concurrent engineering Enterprise Integration Integration of specialisms Lifecycle process definition Modelling is a physical, mathematical, or logical representation of a system entity, phenomenon, or process. Simulation is the implementation of a model over time. A simulation brings a model to life and shows how a particular object or phenomenon will behave A preferred solution will exist at every level within the system and is selected by a formal decision making process A robust system is tolerant of misuse, out of spec scenarios, component failure, environmental stress and evolving needs Systems Integration is a logical process for assembling the system. Systems Verification is the checking of a system against its design did we build the system right?. Systems integration and verification includes testing of all interfaces, data flows, control mechanisms, performance and behaviour of the system against the system requirements; and qualification against the supersystem environment (e.g. Electro Magnetic Compatibility, thermal, vibration, humidity, fungus growth, etc) Validation checks that the operational capability of the system meets the needs of the customer/end user did we build the right system?. Transition to Operation is the integration of the system into its super-system. This includes provision of support activities for example, site preparation, training, logistics, etc Managing concurrent lifecycle activities and the parallel development of system elements. Enterprises can be viewed as systems in their own right in which systems engineering is only one element. System Engineering is only one of many activities that must occur in order to bring about a successful system development that meets the needs of its stakeholders. Systems engineering management must support other functions such as Quality Assurance, Marketing, Sales, and Configuration Management, and manage the interfaces with them. Coherent integration of Specialisms into the project at the right time. Specialisms include Reliability, Maintainability, Testability, Integrated Logistics Support, Producability, Electro Magnetic Compatibility, Human Factors and Safety. Lifecycle Process Definition establishes lifecycle phases and their relationships depending on the scope of the project, super system characteristics, stakeholder requirements and the level of risk. 7

14 Different system elements may have different lifecycles. Planning, monitoring and controlling Establishes and maintains a systems engineering plan (e.g. Systems Engineering Management Plan) which incorporates tailoring of generic processes.the identification, assessment, analysis and control of systems engineering risks. Monitoring and control of progress. 8

15 2.2 Basic Skills and Behaviours Basic Skills & Behaviour Abstract Thinking Knowing when to ask Knowing when to stop Creativity Objectivity Problem solving Developing others Two way communicating Negotiating Team working Decision making Specific Techniques Ability to see multiple perspectives, ability to see the big picture Asking for advice, engaging an expert, peer review, requesting training Pareto, 80:20 rule, decision making skills Lateral thinking, brainstorming, TRIZ, six thinking hats Reference of policy, baselining, viewpoint analysis TQM tools (Cause/effect, force field, pareto etc.), SWOT analysis, PESTEL analysis, decision trees, logical reasoning Coaching, mentoring, training Listening skills, verbal & non-verbal communication, body language, writing skills, presentation skills Win-win, bartering, diplomacy, cultural awareness, stakeholder management, management of expectations Belbin Team Roles, Meyers-Briggs Type Indicator, TQM tools (Cause/effect, force field, pareto etc.) Risk/benefit analysis, pareto analysis, pair-wise comparison, Decision Trees, Force field analysis, six thinking hats 2.3 Supporting Techniques Category Supporting Techniques Specific Techniques Analysis and Operational Analysis Design Behavioural Analysis Logical Analysis Physical Analysis Functional Analysis Structured Methods Decision Analysis and Resolution Failure Analysis Lean Design Management of Margins Six Sigma Design Event Simulation Transaction Analysis N2 Partitioning DSM Axiomatic Design Functional Decomposition Yourdon Quality Function Deployment QFD SSADM Agile Methods OOAD Trade Studies FMECA FTA FMEA Statistical Analysis 9

16 Category Supporting Techniques Specific Techniques Systems Thinking System Definition SSM Seven Samurai Management Estimating COCOMO COSYSMO Budgeting Earned Value Management Scheduling Material Requirements Planning (MRP) Manufacturing Resource Planning (MRP II) Planning Network Analysis Schedule Analysis Critical Path Analysis Change Management Configuration Management Progress Monitoring Technical Risk and Opportunity Management Technology Planning Earned Value Management Critical Parameter Management PESTEL, SWOT, Delphi Technique TRL SRL DML Specialist Human Factors Hierarchical Task Analysis Modelling and Simulation Availability Reliability Maintainability Analysis Reliability Analysis Testability Analysis Safety Analysis Security Analysis Mathematical Modelling Graphical Modelling Physical Modelling Synthetic Environments Reliability Availability Maintainability (RAM) analysis Reliability Availability Maintainability (RAM) analysis Reliability Availability Maintainability (RAM) analysis FMECA, FMEA, HAZOPS 10

17 3 Reference Systems Engineering Curricula 3.1 A Report on Curriculum Content for a Graduate Program in Systems Engineering: A Proposed Framework (2007)[2] (Excerpt - editor V.Arrichiello) "This paper proposes a reference systems engineering curriculum at the graduate level. This is based on a study of systems engineering programs at 35 Universities in the US and the correlation of these programs with some published reports from industry and government on systems engineering competency requirements." "For the purpose of this research, attention was focused on systems engineering centric programs as proposed by Fabrycky [2005]. According to Fabrycky [2005] Systems Engineering Centric (SEC) Program includes basic and advanced level programs leading to a bachelors or higher degree in Systems Engineering comprise a distinct category with a discipline-like focus. Included herein are only those degree programs where the concentration is designated as Systems Engineering; where SE is the intended major area of study. Whereas Domain Centric Systems Engineering (DCSE) Programs includes basic and advanced level programs leading to a bachelors or higher degrees with the major designated as X Systems Engineering, Systems and X Engineering, etc. Domain Centric SE programs were purposely omitted from this study." Review of SE programs and curriculums For the initial analysis, the study focused on the core courses for a systems engineering degree. In some cases, elective courses were included when applicable. 203 graduate courses were analyzed from the 35 universities listed. Commonalities and Patterns Course descriptions and outlines were reviewed and an initial set of Topical Areas (TAs) defined. There were continuously refined as additional information on course offerings was received. This analysis for looking for overlaps, gaps, redundancies continued until each course was defined and reviewed through several iterations [Jain, 2006]. This was done to reduce the confusion caused by multiple course titles for similar topics, and similar course titles for a diversity of topics. As the final outcome of this synthesis a comprehensive list of course descriptions was accomplished that can be used for a proposed SE curriculum framework. Once the baseline course descriptions [Jain, 2006] were finalized, each course was placed into one of the four levels listed in Table 3. The final grouping of the sixteen topical areas into four levels is shown in Table 4. 11

18 Level 0: Foundation Courses Level 1: Introductory Courses Level 2: Core Courses Pre-systems engineering courses. Students must be competent in these areas to enter the systems engineering graduate program. Fundamental systems engineering courses for the beginning graduate student. These are the initial courses taken in the systems engineering graduate program. Required core courses towards the completion of a graduate degree in Systems Engineering. These are recommended as core courses in any systems engineering program. Level 3: Specialization Courses Either advanced courses which focus on systems engineering niches or special areas related to systems engineering. Students focus on specialization courses once the initial and core courses are complete. Table 3 Levels of Graduate Systems Engineering Topical Areas. Level Topical Area Foundation Courses Mathematics Probability and Statistics Introductory Courses Fundamentals of Systems Engineering Introduction to Systems Engineering Management Core Courses Systems Design/Architecture Systems Integration and Test Quality, Safety and Systems Suitability Modeling, Simulation and Optimization Decisions, Risks and Uncertainty Software Systems Engineering Specialization General Project Management Courses Finance, Economics, and Cost Estimation Manufacturing, Production, and Operations Organizational Leadership Engineering Ethics and Legal Considerations Masters Project or Seminar Table 4 Topical area groupings into curriculum levels. 12

19 3.1.2 Survey of systems engineering skills and competencies The list of SE Competencies considered for this study is shown in Table 2. [NdR: questa lista di competenze mostra una sostanziale corrispondenza con quella del Systems Engineering Competencies Framework descritto al cap.2] Table 2 SE Competencies Systems Thinking Holistic Lifecycle view Systems concepts Super system capability issues Determine and manage stakeholder requirements System Requirements System Design Architectural Design Concept Generation Systems Engineering Management Concurrent engineering Enterprise Integration Business and technology environment Design for requirements of later life cycle stages Functional Analysis Interface Management Maintaining Design Integrity Modeling and Simulation Select Preferred Solution System Robustness Integration of Specialisms Lifecycle process definition Planning, monitoring and controlling Logistics and Operation Integration & Verification Validation Transition to Operation 13

20 3.1.3 Gaps Analysis in the SE Programs The topical areas and their curriculum level groupings were next cross referenced to industry needs through a Quality Function Deployment (QFD) exercise to identify gaps in the process or gaps in the ability to meet industry needs, as shown in Figure 5. This process was repeated until industry needs were sufficiently addressed and the topical areas were refined into a suggested SE curriculum. The correlation is analyzed in terms of Strong Positive, Medium Positive, Weak Positive, No correlation categories as shown in Figure 4. 14

21 Figure 4 Gap Analysis represented in a QFD Matrix. 15

22 Correlation of the topical areas offered by Academia with SE competencies desired by Government and Industry The gap analysis identified the following industry required SE competencies as not being addressed adequately by the courses offered in the current SE centric programs: System concepts Architectural design Modeling and simulation The next level of SE competencies identified as not being adequately covered by the existing course offerings are: System requirements Determine and manage stakeholder requirements Super-system capability issues In order to fill-up the gaps as identified above the topical areas in the existing SE course offerings that have to be revised and modified are: o Level 1: Introductory Courses Fundamentals of SE o Level 2: Core course System design/architecture Systems integration Quality, safety, and systems suitability Decisions, risks and uncertainty Correlation within the identified topical areas The second category of gaps in the analysis is amongst and within the sixteen topical areas identified. This category of correlation indicates how one topical area is related to the others. The research revealed that the following three core courses had weak relationship or absence of any relationship with the other topical areas: Quality, safety, and systems suitability Modeling, simulation and optimization Decisions, risks and uncertainty The most serious gaps were noticed between the above three core courses and the three specialized/elective courses below: General project management Finance, economics, and cost estimation Organizational leadership While the intent of this correlation is not to suggest a tight coupling between all topical areas and resulting courses, rather the desire is to embed enough correlating themes in these courses to allow the emergence of an appreciation for the crosscutting implications of the topics when applying a systems approach. The requirement for a Master s Thesis will be the most effective way of integrating the concepts from the individual courses and applying them to a research problem. Academic programs which do not have thesis requirement can address this by incorporating capstone courses that pull together concepts from multiple courses. Some programs have successfully introduced case-study method of teaching to create linkages between the different courses being taught within a graduate SE curriculum. 16

23 3.1.4 Proposed framework A framework for a reference curriculum in systems engineering at the graduate level that was proposed to the INCOSE Academic Council in our report [2007] is proposed herein. The proposed framework takes into consideration the commonalities and patterns in SE education content as it is taught today. The focus is only on the knowledge content of the curriculum and not on behavioral skills and domain application related content. Both these aspects are necessary to be addressed in a SE curriculum. However, the emphasis, pedagogy, and concepts to be used will vary depending upon the sociocultural aspects of the region, organizational practices, and relevance to an application domain. As a result there may be many different approaches to addressing these topics in a curriculum. One of the main objectives of proposing a reference curriculum of SE is to try to bridge the gap between the expected systems engineering competencies by the potential employers and the graduate SE program curriculums. The framework is proposed to support the development of new graduate programs in systems engineering and the enhancements to the existing SE graduate programs. The proposed framework has the following three dimensions: Topical Area: A list of graduate SE courses that are being offered at the graduate level was compiled. This list was expanded with identified required courses in systems engineering based on the results of the curriculum analysis. The graduate courses were then categorized based on the topical areas covered, and commonalities in learning concepts in each course. The proposed framework has 16 topical areas of systems engineering courses. Level: The graduate courses analyzed by us include both sciences and applied sciences for systems engineering. Level defines the state of our knowledge and understanding of a given topical area. Level is required to increase the understanding by sequencing these courses in the order of fundamentals and advanced courses. Identification of levels helps laying down the foundation for courses and promotes cognitive systems thinking. The proposed framework identifies 4 levels of graduate courses. SE Competencies: The identified areas of graduate level systems engineering courses are correlated with systems engineering competencies that the industry needs from their SE majors. This correlation was explained in detail in the previous section of the paper. The Figure 6 shows the proposed framework in two dimensions, namely level and topical area. 17

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