System Dynamics as a viable tool for engineering educaion

2015

Educational programs leading to degrees in system dynamics are rare and thus of critical importance to the future of the field of system dynamics. However, to a large extent such programs have not yet been made transparent to the system dynamics community as a whole. The present article describes the design and rationale for undergraduate and graduate programs at Worcester Polytechnic Institute (WPI). The goal of the article is to invite feedback from the system dynamics community about our specific programs as well as to facilitate wider discussion about the appropriate content, design, and pedagogy of degree programs and courses in system dynamics.

Springer eBooks, 2017

The world, today, is passing through a period of great turmoil, socially, politically and environmentally, in spite of the numerous technological wonders that are taking place almost everyday. One needs to take a systems view of the influencing factors and their interactions and impacts in order to find the root causes of these problems and to arrive at viable policy options. System dynamics provides such an approach. The book authored by Professor Bala, Professor Fatimah and Professor Noh presents the principles of system dynamics in very simple language and illustrates its use with the help of five real-life case studies. This book is divided into two parts. The first part of the book presents, in a very simple way and starting with the fundamental principles, how complex interactions among the interacting forces can be modelled by capturing their cause-effect interrelations through dynamic models, how the models can be simulated and evaluated to depict reality and how policy interventions can be tested for testing their viability. Although the material covered in this part of the book is not new, the examples supporting the theoretical nuances of the subject covering population growth, grain storage, food security, commodity production, food relief, crop livestock, shrimp farming, crop irrigation and pollution are very interesting and appealing. In the second part of the book, the authors discuss case studies related to the areas of agriculture, aquaculture and environment in Bangladesh and Malaysia. Both hilsa fish and rice are important for the economy of Bangladesh, just as food security and cocoa production for Malaysia. The case study for solid waste management is well chosen as it is a perennial problem in third-world countries. This part of the book is illustrative of the power of system dynamics methodology as to how it can address many complex issues of today very easily. I believe that a newcomer to the field of system dynamics will find the book extremely useful and will be highly motivated to use system dynamics and systems thinking in understanding and addressing the issues that arise out of the behaviour of systems that are integral part of their lives.

Systems, 2018

This paper contains the description of a successful system dynamics (SD) modeling approach used for almost a quarter-century in secondary schools, both in algebra classes and in a year-long SD modeling course. Secondary school students have demonstrated an ability to build original models from the news, write technical papers explaining their models, and present a newfound understanding of dynamic feedback behavior to an audience. The educational learning theory and instructional methods used for both the algebra and modeling courses are detailed, with examples. Successful student SD modeling experiences suggest the SD approach can expand the sophistication of topics that secondary school students can understand.

The Journal of the Operational Research Society, 1999

Practitioners of System Dynamics have long lamented the slow rate of acceptance of System Dynamics by business, government, academics and other organizations. Essential to the acceptance of any new idea or innovation is the ability for its advocates to clearly and simply state what the concept is. This paper investigates the idea that a part of the problem may be attributable to the practice of its practitioners to position System Dynamics as both a field of study and an applied methodology. This mixed message creates a classic Watzlawick double bind paradox in which the field appears to define the methodology and the methodology appears to define the field. This paper argues it can not be both if the Society expects to succeed in its goal to increase the acceptance of System Dynamics, whether it be a field or a methodology. The author proposes an approach for decoupling the method from the field by developing separate terms and distinct operational definitions for each that are not self-referential and explores the implications to the method, the field and its practitioners.

2010

Knowledge of Differential Equations is applied to various scientific fields such as physics, chemistry, biology and engineering and therefore often an important part in the basic subjects of mathematics in the first college courses related to those areas. The logic and common sense seems to indicate teachers use these basic skills acquired by students and employ them to curricula development in the following intensification courses, but unfortunately it is not usually the case. According to the authors, that is because instead of using a generic software to set up and solve the problems of Differential Equations that arise at different areas, what we have is a proliferation of software applied to solve special case problems. Some of these programs offer sophisticated graphical user interfaces to create complex system models, usually by putting together some library components, as if it were a puzzle, but without the need to set up the differential equations. According to the authors...

Systems, 2014

M.J.R.) † Based on -Doyle, J.K.; Eberlein, B.; Ford, A.; Hines, J.; Lyneis, J.M.; Parsons, K.; Pavlov, O.; Radzicki, M.J.; Saeed, K.; Warren, K. Design of a Master

System dynamics teaching is still predominantly face-to-face and classroom based. Though evidences of distance learning in system dynamics are appearing in the literature, the community as a whole is yet to appreciate and embrace distance learning approach. Distance learning could popularise system dynamics and enable educators to take benefits of the modern education technologies. The modern education technologies have made subject delivery flexible: learning independent of distance and formal teaching timings. This paper presents a critical appraisal of application of modern education technologies in teaching and delivery of system dynamics subject. It is suggested that problem-based learning (PBL) is an appropriate approach for system dynamics teaching, which could be feasible with the help of the Internet, e-mail, CD-ROM, teletutorial, teleconferencing and other education technologies. The design and implementation of a PBL framework is discussed in this paper.

2018 Winter Simulation Conference (WSC), 2018

In real-world systems, change and complex interactions are the norm. As a result, stakeholders face challenges and problems when they try to complete tasks and accomplish important activities in these systems. Linear and traditional analytic approaches fall short in helping us to understand problematic behavior in complex systems and in changing such behavior; they provide faulty and misguided recommendations. The system dynamics approach is based on feedback and control theory, and is well suited for tackling dynamic phenomena. This paper discusses the use and applications of system dynamics modeling, general lessons related to how and when to use this approach, and relevant tools.

SSRN Electronic Journal, 2000

M.J.R.) † Based on -Doyle, J.K.; Eberlein, B.; Ford, A.; Hines, J.; Lyneis, J.M.; Parsons, K.; Pavlov, O.; Radzicki, M.J.; Saeed, K.; Warren, K. Design of a Master