645.742.81 - Management of Complex Systems

Expanded Course Description

Prerequisites

Completion of Core Courses for MS in Systems Engineering or instructor/advisor approval.

Course Structure

The course materials are divided into modules which can be accessed by clicking Modules. A module will have several sections including the overview, content, readings, discussions, and assignments. You are encouraged to preview all sections of the module before starting. All modules run for a period of seven (7) days, as described in the Course Outline. You should regularly check the Calendar and Announcements for assignment due dates, as well as any changes to the schedule.

Course Topics

• Introduction to Management of Complex Systems
• Systems Theory and Systems Thinking
• Complexity, Chaos, and Complex Systems
• Complex Systems Problems - Examples
• Systems Approaches for Technical Complexity (Type A)
• Systems Approaches for Process Complexity (Type B)
• Systems Approaches for Structural Complexity (Type C)
• Systems Approaches for Organizational Complexity (Type D)
• Systems Approaches for People Complexity (Type E)
• Systems Approaches for Coercive Complexity (Type F)
• Critical Systems Theory / Critical Systems Thinking
• Critical Systems Practice
• Management of Complex Systems - The Way Ahead

Course Goals

To blend systems theory, systems thinking, systems engineering, management, and application to address the field of complex systems. It focuses on exploration and critique of central issues and themes related to complex systems. These themes are expanded upon through class discussion and student research, exercises and cases studies designed to increase understanding through application, and exploration of student experiences and personal/professional knowledge relevant complex systems.

Course Learning Outcomes (CLOs)

• Explain the fundamental systems concepts and principles that form the foundation for analysis, engineering, and management of complex systems; and illustrate their use in the understanding various systems and situations.
• Analyze the range of philosophical, methodological, and application issues that constrain/enable the management of complex systems (including complex system problem formulation, analysis, and interpretation).
• Differentiate among multiple methodologies and processes for analysis of complex systems/complex system problems.
• Critique various methodologies/approaches based on capabilities and limitations.
• Formulate a unique approach to a given complex problem/situation and justify methodological selection.
• Examine and provide scholarly critique of various systems-based approaches to management of complex systems.

Textbooks

Required

Jackson, M. C. (2019). Critical Systems Thinking and the Management of Complexity. Hoboken, NJ: Wiley.

• ISBN-13: 978-1119118374 - Hardcopy
• ISBN-13: 978-1119118398 - Softcopy

Optional

All other material required for the course is available electronically via eReserves in Canvas. Students who wish to have their own hardcopy/softcopy of textbooks used can order them.

Gibson, J. E., Scherer, W.T., & Gibson, W.F. (2007). How to do systems analysis. Hoboken, NJ: Wiley.

• ISBN-10: 0470007656
• ISBN-13: 978-0470007655

Richardson, K. (Ed.) (2005). Managing organizational complexity: Philosophy, theory, and application. Greenwich, CT: Information Age Publishing.

• ISBN10: 1593113188
• ISBN-13: 978-1593113186

Student Coursework Requirements

The standard “course week” for this class runs from Wednesday to Tuesday. Lessons/materials will be made available each Wednesday and assignments will be due no later than midnight (in the student’s local time zone) on Tuesday. Since Canvas does not recognize the student’s location, those students working in time zones other U. S. Eastern, should note the local time submitted in the notes on the submission page. The system may flag your submission as late, but I will not penalize any assignment that met the “local” deadline.

It is expected that the class will take approximately 10 to 15 hours per week: reading the assigned sections of the texts and journal articles (approximately 6 to 8 hours per week), listening to the presentations (approximately 2 hours per week), and working on assignments (HW/projects/discussions) (approximately 3 to 5 hours per week).

I have supplemented the required text shown above with a number of reading assignments that are made available to you through the Hopkins Library Electronic Reserves (eReserves) system and can be accessed through Canvas. At the beginning of the course, students should ensure they are able to access the eReserves. I will discuss this and review the process at the first office hours session.

This course will consist of the following basic student requirements:

Reading Assignments: This is a reading intensive course. Reading the assigned course material is critical to your ability to fully understand class lectures and to contribute during discussions.

The class lectures and other exploration will run parallel to but do not replicate material presented in the course readings. You should concentrate on reading to develop comprehension of major points/themes, fundamental assumptions, and central issues, focusing on application of techniques and identification of implications.

Office Hours: While attending live office hours sessions is not mandatory, it provides a key means for you to stay connected with what is going on with the course and to seek assistance. You are responsible for all material presented or discussed during office hours.

Your level of participation in Office Hours will not negatively impact your grade, however over the years, I have learned that regular participation can significantly increase your understanding of my expectations for assignments and overall course performance. Participating in office hours shows that you are fully engaged and working to keep up with the course… so, it can positively impact your grade.

Online Discussions (20% of Final Grade Calculation)

Online Discussions: During the course, you are expected to engage in online discussion via Canvas.

Discussion assignments are shown in the course outline. Each discussion assignment will consist of two parts. First, I will provide a discussion question(s) at the beginning of the Module week. You are required to provide initial responses to questions by Saturday of the module week. This first part is an individual assignment and must consist of a "significant posting" of your own original work. A "significant" posting: 1) consists of 200 words or greater, 2) is properly referenced, and 3) demonstrates critical thinking skills (opinion must be clearly separated from fact).

The second part of the discussion assignment involves interacting with your classmates (i.e., responding to their postings). In interacting with your classmates, be detailed in your postings – comment, critique, question what others have posted and respond to questions and comments by your classmates. You are required to provide at interactive responses to at least two other students by the due date in the Course Outline. Just responding to a question from another student about your own original post does not fulfill this requirement.

Feel free to agree or disagree with your classmates, ensuring that your postings are civil and constructive. I may engage in the interchange from time to time to provide responses to students' submissions, add my perspective, or post additional questions for consideration.

In summary, you are expected to post initial, individual responses to discussion questions and statements by Saturday, and participate in a discussion of those initial responses by the end of the week. Failing to post your initial response on time is unfair to students who are working to complete part two of the discussion assignment. Repeated failure to do so will result in points being taken from your Discussion grade.

Class discussions will be evaluated by the following elements:

1. Relevance and clarity of post - focused on initial post - 5 points

2. Contributions to the learning community - focused on exchange with other students - 5 points

3. Knowledge and understanding of the content - entire discussion - 5 points

4. Writing Convention entire discussion - 5 points

Module Assignments (Homework) (20% of Final Grade Calculation)

The Module Assignments (Homework) will be evaluated and graded on a 100-point scale. Assignments are graded using the homework grading rubric. several of the homework assignments are related to the Project Assignments (Project #1 and the Final Project). The remaining assignments are short response (essay-type) questions.

A link to assignments will be available within the Modules page under each specific Module #. Assignments are to be submitted in Microsoft Office compatible format or in Adobe Acrobat PDF file format via the appropriate assignment link in Canvas. 

Projects

There are two projects required for the course. Projects are evaluated and graded using the project rubric.

Projects #1 (30% of Final Grade Calculation)

The literature review project makes up 30% of your final grade. The project consists of literature research and review on a specific topic (due at the end of week 6). This project is evaluated on the effectiveness of the analysis and conclusions drawn from the academic literature reviewed.  

Final Project (30% of Final Grade Calculation)

The final project is designed to demonstrate the level of mastery you have achieved with respect to their understanding of complex systems and complex systems management. The project is introduced during week 5 and is due in week 14 (see Course Outline).

Projects are evaluated on:

• Integration of Knowledge - 20%

• Depth of discussion - 20%

• Topic focus - 20%

• Cohesiveness - 15%

• Sources and Citations - 15%

•  Spelling and Grammar - 10%

Grading Policy

Written assignments are expected to meet or exceed graduate-level scholarship standards for both content and structure (e.g., grammar, spelling, etc.). Homework assignments are assessed the degree to which the response answers the questions in the assignment to the appropriate level of detail. 

Homework assignments and discussions will normally be graded within one week of the end of the module in which they are submitted. Comments on assignments will be provided via the Grade Center in Canvas. My goal for projects #1 and #2 is complete grading within two weeks of the due date. I will update you on the status of any outstanding grading at weekly office hours to keep you apprised of where grading stands. Due to the amount of information in the final project, and the requirement to have grades submitted within 72 hours of the end of the last module, the final project is due prior to the end of the final module.

If you have not received a grade in the Canvas Grade Center for an assignment you turned in, please ask of its whereabouts.

A grade of A (A-, A, A+) indicates achievement of consistent excellence and distinction throughout the course and exceptional mastery of the course material – that is, conspicuous excellence in all aspects of assignments and discussion in every week.

Note: The grade of A+ is reserved for students who not only exceed the requirements of the course but go well above and beyond the expectations of the course. For example, demonstrating an advanced level of critical thinking and analysis, or extending or expanding upon the topics presented in the course with original insights.

A grade of B (B+, B, B-) indicates work that meets all course requirements on a level appropriate for graduate academic work. These criteria apply to both undergraduates and graduate students taking the course.

Final grades will be determined by the following weighting:

Course Policies

Assignments are expected to be turned in using the Canvas website at the day/time indicated in the assignment item; it will be considered late if it is received after that time. Special circumstances (e.g., temporary lack of internet access, work travel) can be accommodated if you inform me in advance. The earlier you notify me, the more likely I will be able to accommodate your request.  Assignments that are unjustifiably late will have the grade reduced for lateness.

Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.