Systems engineering education in an accredited undergraduate engineering program
- Meyer, Johan, Nel, Hannelie, Janse van Rensburg, Nickey
- Authors: Meyer, Johan , Nel, Hannelie , Janse van Rensburg, Nickey
- Date: 2016
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/124097 , uj:20873 , Meyer, J., Nel, H & Janse van Rensburg, N. 2016. Systems engineering education in an accredited undergraduate engineering program.
- Description: Abstract: Developing countries are mostly reliant on external technologies and this augments the need for systems engineering capability in these economies. It is therefore imperative that systems engineering as theory and practice is included in undergraduate engineering curricula to strengthen the internal technological capability of a country’s developing engineers. In South Africa, the quality of undergraduate engineering programs is governed by the Engineering Council of South Africa (affiliated under the Washington Accord); and the exit level outcomes of the programs are predetermined explicitly per module. Systems engineering was introduced to an undergraduate electrical engineering program offered in the Faculty of Engineering and the Built Environment at the University of Johannesburg; and a framework developed to ensure that the program still meets the requisite ECSA exit level outcomes and therefore international standards. This paper presents the design and implementation of the framework, as well as the challenges that students are exposed to when faced with real-world systems engineering practice. Students were grouped into independent product development teams using a software support tool which promotes diversity and skill-level targets for each team. The independent team structure required the use and application of the systems engineering process and supported the development of management and communication skills. Furthermore, the framework allowed assessment of the performance of each product development team towards achieving the overall project objectives. One of the accreditation requirements of undergraduate engineering programs is peer assessment and this was achieved by the process. The paper closes by presenting the results of the stated framework implementation in an undergraduate electrical engineering program offered in the Faculty of Engineering and the Built Environment at the University of Johannesburg.
- Full Text:
- Authors: Meyer, Johan , Nel, Hannelie , Janse van Rensburg, Nickey
- Date: 2016
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/124097 , uj:20873 , Meyer, J., Nel, H & Janse van Rensburg, N. 2016. Systems engineering education in an accredited undergraduate engineering program.
- Description: Abstract: Developing countries are mostly reliant on external technologies and this augments the need for systems engineering capability in these economies. It is therefore imperative that systems engineering as theory and practice is included in undergraduate engineering curricula to strengthen the internal technological capability of a country’s developing engineers. In South Africa, the quality of undergraduate engineering programs is governed by the Engineering Council of South Africa (affiliated under the Washington Accord); and the exit level outcomes of the programs are predetermined explicitly per module. Systems engineering was introduced to an undergraduate electrical engineering program offered in the Faculty of Engineering and the Built Environment at the University of Johannesburg; and a framework developed to ensure that the program still meets the requisite ECSA exit level outcomes and therefore international standards. This paper presents the design and implementation of the framework, as well as the challenges that students are exposed to when faced with real-world systems engineering practice. Students were grouped into independent product development teams using a software support tool which promotes diversity and skill-level targets for each team. The independent team structure required the use and application of the systems engineering process and supported the development of management and communication skills. Furthermore, the framework allowed assessment of the performance of each product development team towards achieving the overall project objectives. One of the accreditation requirements of undergraduate engineering programs is peer assessment and this was achieved by the process. The paper closes by presenting the results of the stated framework implementation in an undergraduate electrical engineering program offered in the Faculty of Engineering and the Built Environment at the University of Johannesburg.
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Bridging the digital divide in an African smart city
- Janse van Rensburg, Nickey, Matheri, Anthony Njuguna, Meyer, Johan
- Authors: Janse van Rensburg, Nickey , Matheri, Anthony Njuguna , Meyer, Johan
- Date: 2019
- Subjects: Community , Infrastructure , Smart City
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/402155 , uj:33642 , Citation: Janse van Rensburg, N., Matheri, A.N. & Meyer, J. 2019. Bridging the digital divide in an African smart city.
- Description: Abstract: Sustainable transformation of cities is only possible when conducted in a smart way. This research assessed the impact of rolling out free Wi-Fi networks and online services in Johannesburg, South Africa as it relates to the sustainable development of vulnerable communities. Informed by the early adopters of a free Wi-Fi network provided by the City of Johannesburg, participating in the Johannesburg digital ambassadors training programme, the research evaluated smart city enablement in the City of Johannesburg. The case study reviewed relevant smart city metrics and compared to the standard for sustainable development of communities (BS ISO 37120:2014), evaluate indicators for city services and quality of life to identify design criteria for future developments. The results from this study contribute to the enablement of smart city infrastructure development geared toward capacitating vulnerable and previously digitally disadvantaged communities.
- Full Text:
- Authors: Janse van Rensburg, Nickey , Matheri, Anthony Njuguna , Meyer, Johan
- Date: 2019
- Subjects: Community , Infrastructure , Smart City
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/402155 , uj:33642 , Citation: Janse van Rensburg, N., Matheri, A.N. & Meyer, J. 2019. Bridging the digital divide in an African smart city.
- Description: Abstract: Sustainable transformation of cities is only possible when conducted in a smart way. This research assessed the impact of rolling out free Wi-Fi networks and online services in Johannesburg, South Africa as it relates to the sustainable development of vulnerable communities. Informed by the early adopters of a free Wi-Fi network provided by the City of Johannesburg, participating in the Johannesburg digital ambassadors training programme, the research evaluated smart city enablement in the City of Johannesburg. The case study reviewed relevant smart city metrics and compared to the standard for sustainable development of communities (BS ISO 37120:2014), evaluate indicators for city services and quality of life to identify design criteria for future developments. The results from this study contribute to the enablement of smart city infrastructure development geared toward capacitating vulnerable and previously digitally disadvantaged communities.
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