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Institutions that embody diversity, equity, and inclusion (DEI) as a key value and key objective of the organization better understand the positive and negative impacts of strategic decisions on the communities they serve. This paper describes a process for developing a DEI strategy for the International Council on Systems Engineering (INCOSE) based on the Royal Academy of Engineering and Science Council's Diversity and Inclusion Progression Framework 2.0. The paper investigates four of the eleven areas of the framework, benchmarking INCOSE's progress and developing a set of initiatives to support INCOSE's DEI progression. Based on this paper's research, and confirmed by dozens of other societies in similar exercises, DEI progression requires careful planning and proactive steps, as part of a comprehensive strategy consistently implemented over time. But most of all, success in transforming into a diverse, equitable, and inclusive institution requires the passion and motivation of the organizational members to change. [ABSTRACT FROM AUTHOR]

This paper suggests an evolution to the graduate level systems engineering curriculum framework documented in an International Council on Systems Engineering (INCOSE) report in October of 2007 [Jain and Verma, INCOSE-PP-2007-001-01, Seattle, WA, 2007]. This evolution leverages the International Organization for Standardization (ISO)/International Electrotechnical Commission (IEC) 15288 Systems and Software Engineering-System Life Cycle Processes standard [ISO/IEC 15288, International Organization for Standardization, Geneva, 2008] as a guide. The evolved framework is presented and consists of six levels of course categories: prerequisite, introductory, technical system life cycle processes, project planning system life cycle processes, infrastructure processes and other broad areas, and capstone courses. Next, 18 systems engineering centric online masters degrees offered by 17 distinct universities are identified as part of a growing base of graduate level systems engineering degrees offered globally through distance education. Specific examples for applying the framework using three of the universities that provide online systems engineering masters programs globally are included. © 2009 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

This paper demonstrates a method that can be used to analyze the degree to which an organization's systems engineering capabilities meet government-industry defined systems engineering needs. To demonstrate this process, using universities as the case study, we summarize secondary research completed for nine institutions from various countries that offer systems engineering graduate level programs in the space domain. Next, we select a Masters degree program from three universities, one from each country, and map their space-based systems engineering courses to the 37 systems engineering capabilities within the 10 systems engineering competencies. These capabilities represent the knowledge, skills, and behaviors that systems engineers are expected to possess and perform as a part of their job. We then review a process for a more detailed mapping of the curriculum to one of four levels of proficiency within each capability, using the Stevens Institute of Technology as the example. The result is a systems engineering competency-based approach that can be used by universities or companies to compare the “as is” state of their systems engineering capabilities development against a government-industry defined set of needs to identify and address gaps or opportunities in the curriculum, training, or experience of their students and/or employees. © 2009 Wiley Periodicals, Inc. Syst Eng [ABSTRACT FROM AUTHOR]